Resolução de problemas : concepções, saberes e práticas de professores de matemática

Abstract

The objective of this work is to investigate a relationship between the conception and knowledge of sober problems and problem solving and about the integrated educational practice of former students of the Mathematics Degree Course at UFPB/Campus IV. For that, a qualitative, exploratory research and field study was developed. Five teachers from the area participated in the research, who participated in public and private schools in municipalities in the State of Paraíba. The research was developed through the application of online applications and the analysis of these teachers' lesson plans. The information was accompanied by the categories: problem, and problem resolution. The survey results revealed that five of the teachers are trained in Mathematics at Campus IV of UFPB in Rio Tinto, and one teacher is trained in Bachelor of Mathematics at Campus I at UFPB in João Pessoa. All the desired ones said that they know Problem Solving and that they make use of the proposal in their classes. All professors comment that they had contact with sober studies and Problem Solving During the Licentiate Course, they even know authors such as Polya, Dante and Lourdes de La Rosa Onuchic. About the problems, we can observe that the teachers' answers are close to what is a problem for Dante, but in practice they do not differentiate problem from exercise. We identified in the research, recognition exercises and process-problems or heuristics among the developed projects. About Problem Solving as conceptions that appear are Formulation and Problem Solving as process, goal and basic skills. Not considering problem solving as a methodological perspective. As for knowledge, lower professional knowledge related to solving problems such as teaching, the type of problem (conventional and non-conventional) and Polya's heuristic, and the use of problems with didactic resources (calculator, strips and disk of fractions) generally observed in subjects of training courses for mathematics teachers; knowledge and experiences are acquired with the teaching practice as the contexts of the problems that emerge from the contexts and the daily life of the students; curriculum knowledge, given the mention of skills related to teaching mathematical objects in teachers' plans; disciplinary knowledge in the case of knowledge of mathematics itself.