A exploração, resolução e proposição de problemas e o letramento matemático como potencializadores do ensino e aprendizagem de multiplicação e divisão

Abstract

This study aims to analyze the Methodology of Exploration, Resolution and Proposition of problems and Mathematical Literacy as essential elements for the teaching-learning process of multiplication and division in the early years of Elementary School. Students in the early years face difficulties with regard to reading, writing and related to mathematical concepts, requiring the development of reading and writing skills in mathematics. In everyday school life, connections between the mother tongue and mathematics are hardly evident, as if the disciplines lived together, but in separate classes. In this way, we bring a bibliographic survey of Problem Solving outlined as an innovative proposal of a constructivist and socio-political-cultural character. In it, the student does not start from models, the student starts from problems that he himself elaborates, or the teacher. We also present the theoretical contribution on Mathematical Literacy, in which the teaching of mathematics mediated by the mother tongue is discussed, through which the mathematical language reaches the student. This teaching needs to be conducted in a way that allows the student to read, write and interpret the world mathematically. The research lists, in practice, the selection of children's literature narratives and, from them, the resolution of multiplication and division problems. This is a qualitative study with a pedagogical approach that articulates Mathematical Literacy practices, methodological analysis and the mediation of Problem Solving.