A Resolução de Problemas como metodologia para o ensino de Matemática nos anos iniciais

Abstract

The present investigation is part of a PhD research that sought to investigate the Problem Solving as a research field and its application to the teaching of Mathematics. This study was guided by the search for an answer to the following question: how is Problem Resolution conceived in the guiding documents for the teaching of Mathematics at MEC and in the textbooks of Mathematics used by public schools in the early years of elementary school? The hypothesis is that the guidelines for teaching mathematics in the early years, through the PCN, are not effectively observed in the elaboration of textbooks. In view of this issue, we sought to analyze whether there is a disagreement as to the treatment given to Problem Solving in the official guidelines of MEC (through the PCN) and the concept effectively present in the didactic materials distributed by the FNDE. Specifically, it was also sought to: (1) Examine the methodological guidelines of the MEC / PCN for teaching Mathematics; (2) know the different perspectives on Problem Solving; (3) research the differences between exercises and problems; (4) identify the main types of problems; (5) identify how the Problem Solving is addressed in Mathematics textbooks provided by FNDE; (5) confront the data resulting from the research. The study was theoretical-bibliographic, of a qualitative nature, with a focus on Problem Solving as a methodology for teaching Mathematics. The research showed that the Problem Solving as a teaching methodology for the teaching of Mathematics, officially adopted by MEC / PCN, is not effectively understood and observed in the elaboration of textbooks.