Resolução de problemas: uma articulação possível entre matemática e língua materna

Abstract

This paper discusses the articulation between mother tongue and mathematical language in the context of problem situations in the early years of elementary school. Its general objective is to analyze the work with textual genres in mathematics classes, specifically problem solving. The theoretical framework was based on Smole and Diniz (2001), Luvison, (2013), Curi (2005), Pozo and Echeverría (1998), among others. Theorists contributed to the understanding of the importance of texts in mathematics classes and in articulation with problem solving work, essential to mathematical learning. The research methodology is qualitative, with participant observation technique, in which there was systematic observation through a structured observation script. Based on this script, we observed mathematics classes from a 4th grade class of elementary school in a public school in the city of João Pessoa-PB. From the data, we infer that there is no work with textual genres and problem texts in the investigated class. We feel the absence of frequent work with problem solving as a methodology, in the sense of developing logical mathematical reasoning, critical thinking and investigative spirit. It is necessary to have a classroom environment that works with the mother tongue articulated to the mathematical language through problem situations that make sense for the students, so that we can advance not only in the field of mathematical knowledge, but in all areas of the student development.