A resoluçao de problemas no ensino de matemática nos anos iniciais: pressupostos teórico-metodológicos para a formação de professores

Abstract

Given the daily challenges faced by teachers to teach Mathematics, it is important to seek different theoretical-methodological assumptions so that this teaching takes place in a satisfactory manner and meets the needs of students. Therefore, this research aims to promote the use of Problem Solving for the teaching of Mathematics in the Early Years of Elementary School, in order to facilitate the process of teaching and learning mathematical content and concepts, so that it also contributes for the improvement of the teaching action. It is known that teachers in the Early Years are the first propagators of school knowledge and, before that, the following question arises: How Problem Solving can contribute to the teaching of Mathematics in the Early Years, taking into account the school context of the municipality of Foz do Iguaçu? It is understood that Problem Solving has been shown to be effective for the teaching of Mathematics, as it awakens in students the sense of searching for solutions to the questions proposed in the discipline, and in this search, it is possible to organize strategies, reason in a logical manner and verify whether the strategies are adequate or not, thus contributing to the maturation of their cognitive structures. Therefore, the approach given here was to systematize studies on Problem Solving in the Early Years of Elementary School, in order to explain their contributions to the teaching and learning of Mathematics in this cycle, taking into account what the current official documents of the Basic Education propose in relation to this teaching. This research has a qualitative nature and its development took place through a bibliographic and documentary research, in theses, dissertations, articles, official documents, among others, in order to survey the results of using Problem Solving for the teaching Mathematics and its importance to the continuing education of teachers. In this scenario, it presents a training proposal addressing Problem Solving that aims to contribute to the teaching action in the classroom. Thus, the research, supported by bibliographic and documental analyses, with regard to the use of Problem Solving in the classroom in the Early Years of Elementary School, had its purposes achieved.