Exploração-proposição-resolução de problemas na licenciatura em matemática: implicações para a sala de aula

• Ano de defesa: 2024
• Autor(a) principal: Martins, Fabíola da Cruz
• Orientador(a): Andrade, Silvanio de
• Banca de defesa: Almeida, José Joelson Pimentel de, Silva, Maria Isabelle, Ferreira, Nilton Cezar, Batinga, Verônica Tavares Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Ensino de Matemática; Formação do professor de Matemática; Representações múltiplas de Álgebra
• Área do conhecimento CNPq: ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/72753

This study aimed to identify in which aspects a Thematic Unit, using Problem Exploration Posing-Solving as a teaching approach, can assist, promote and collaborate in pre-service Mathematics teacher education, specifically in the Algebra teaching. Problem Exploration-Posing-Solving is used as a teaching perspective composed of varied moments, which emphasize above all the construction and deepening of mathematical concepts and ideas, the active participation of the student and the interaction between the student and the teacher. Using a qualitative methodology, through pedagogical research, the data were collected through the development of a Thematic Unit, with 24 Mathematics undergraduates, enrolled in the Introduction course to Modeling in Mathematics Education, in which the class teacher is the researcher herself. Based on the analyses, it became clear that, by carrying out activities from the perspective of Problem Exploration-Posing Solving, future teachers can develop knowledge related to mathematical content, content pedagogical knowledge, mathematics teaching, education, social contexts, critical mathematics education, among others. The results indicate that Problem Exploration-Posing-Solving as a teaching approach can assist, foster and collaborate in the pre-service Mathematics teacher education, in several aspects, among which the following stand out: the deepening of mathematical ideas and concepts, the expansion of experiences of working with problems, the integration of social contexts with Mathematics, the practice of using Algebraic representation different and the development of professional skills for the use of this approach. Therefore, the importance of working with this approach in the pre-service Mathematics teacher education is highlighted as it allows for a practice embodied in theory, which can assist future teachers in their future professional experiences. Thus, it is understood that it enhances teacher education. It is believed that this research advances theoretical knowledge in the area of Mathematics Education and, above all, offers theoretical and practical reflections on a teaching approach that could be implemented in teacher education courses and in Basic Education.