Contributions of the methodology of Problem Solving to the teaching-learning of divisibility: a case study

Educação Matemática Debate

José Aparecido da Silva Fernandes¹  Lúcio Souza Fassarella² 

[1] Escola Estadual de Ensino Fundamental Professor Elpídio Campos de Oliveira;Universidade Federal do Espírito Santo;

关键词: mathematics education;    elementary school;    concrete material;   

DOI  :  10.46551/emd.e202041

来源: DOAJ

【 摘 要 】

Qualitative research in the form of a case study of ethnographic type whose general objective was to investigate the contributions of the methodology Problem Solving in the teaching-learning of divisibility. The research was developed by the elaboration and analysis of the application of a didactic sequence to a class of the 6th grade of a public school, during regular classes held between the months of July and September 2015. The methods for data collection were participatory observation supported by annotations, audio and video recordings, photographs and interviews, as well as students' productions. We found that the students adapted well to the proposal, after overcoming resistance and initial difficulties. We verified the following contributions of the methodology Problem Solving: it increases the motivation and involvement of students; it favored the development of mathematical writing; it favored the development of collaborative work; resignification of the teaching-learning of Mathematics.

【 授权许可】

Unknown