Pesquisas em proposição de problemas: convergências e potencialidades

• Ano de defesa: 2021
• Autor(a) principal: Sousa, Ana Beatriz Afonso de
• Orientador(a): Andrade, Silvanio de
• Banca de defesa: Andrade, Silvanio de , Rêgo, Rogéria Gaudêncio do , Freitas, Tiêgo Dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• 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; Proposição de problemas; Grupo de estudos; Produção científica; Produção acadêmica; UEPB
• Palavras-chave em Inglês: Problem-Posing; GEPEP
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/74021

The current research aims at the objective of identifying meeting points and contributions of Problem-Posing on the teaching-learning of mathematics considering seven master’s dissertations developed in the Graduate Program of Science Teaching and Mathematics Education (PPGECEM), written between 2013 and 2019. It carries out a bibliographic research with qualitative perspective, having as guide the following question: What is the convergence and contributions of Problem-Posing observed in the master’s dissertations of PPGECEM on the teaching-learning of mathematics? Concerning this context, it points out a data gathering from Problem-Posing (BEZERRA, 2017; MARTINS, 2019; SANTOS, 2019; SILVA, L., 2013; SILVA, V., 2015; SILVA, S. 2016; SILVEIRA, 2016) on the PPGECEM, specifically from those written in the perspective of the Study and Research Group on Education and Postmodernity (GEPEP) by the State University of Paraíba (UEPB). These researches were written and analyzed along this study, together with relevant content from national and international literature, structuring a theoretical approach in which it considers as essential. In the analysis process, it ponders aspects such as Problem-Posing activities developed by researchers. It concludes as countless the possibilities of working with Posing on mathematic classes, as well as it realizes the discomfort participants feel initially. Furthermore, during the activities, it observes the trend of developing creativity, autonomy, and better comprehension of the mathematic topic studied. It highlights, on the other hand, the relevance of the occurrence of reformulations of problems and collective discussions in order to learn mathematics. Moreover, it believes the present research proposes, in a general perspective, the collaboration for the comprehension and implementation of Problem-Posing, leading new perspectives and directions for future researches.