A resolução de problemas como ferramenta no ensino do campo multiplicativo

Abstract

The present work has the theme of Problem Solving and the Multiplicative Field. It presents historical and conceptual aspects of this teaching methodology and of this conceptual field; the inference of these contents in official documents guiding the basic education, its importance, typologies and characteristics; aspects of teacher training and the use of Problem Solving and the Multiplicative Field in the classroom. We had as main objective of this research: to identify the students' knowledge regarding problem solving in the learning of the Multiplicative Field, in the understanding of concepts of Numbers and Operations in the initial years of Elementary Education. The research was qualitative and exploratory, was applied games and activities involving Problem Solving and Multiplicative Field in two classes of 4th year of a public school in João Pessoa. The main theoretical sources used in this research were: Agranionih; Guerios; Zimer (2014), Diniz (2001), Spinillo and Magina (2004), Zunino (1995) and Santana (2012). We found that a greater use of Problem Solving in the classroom is required, that children have more difficulties in interpreting the problem, as well as in the choice of strategy to be used to solve it, especially when related to situations in the Field Multiplicative. For better student performance, it is necessary for the teacher to use more of this methodology, as well as to encourage students to use different strategies than conventional ones to instill curiosity and research in students.