A Resolução de Problemas na Formação Inicial do Professor de Matemática: Uma Revisão Sistemática da Literatura

Abstract

This dissertation, linked to the Mathematics Education research line and the "Interfaces in Mathematics Education" Research Group, addresses Problem Solving within the context of initial teacher education for mathematics teachers. It is a bibliographic study aimed at understanding how the methodological trend of Problem Solving is being addressed and/or implemented in Brazilian mathematics teacher education programs. To achieve this objective, a Systematic Literature Review was conducted to answer the guiding question: "How has the Problem Solving methodological trend been addressed and/or implemented within Brazilian mathematics teacher education programs?" The research is qualitative in nature, based on the interpretive analysis of existing academic works. Analysis of the data from the SLR corpus—comprising 70 academic studies—revealed various contexts of initial teacher education (such as specific courses, supervised internships, extension and training courses, and institutional programs like PIBID) where Problem Solving is either implemented or addressed. Furthermore, challenges and limitations were observed, such as student resistance to moving away from the traditional model, time constraints, and the difficulty of selecting appropriate problems to introduce mathematical content. The results demonstrate that Problem Solving is a promising approach in the context of initial teacher education, fostering a connection between theory and practice for future mathematics teachers.