Resolução de problemas, formação de conceitos matemáticos e outras janelas que se abrem
In this article, I discuss problem solving in Mathematics education and the consequences of its use for mathematics teaching and learning. The manuscript begins with a brief historical review of problems in the teaching of mathematics. Drawing upon a few authors and their research, I define problems...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Federal de Minas Gerais (UFMG) |
| Repositório: | Educação em Revista |
| Idioma: | português |
| OAI Identifier: | oai:periodicos.ufmg.br:article/42558 |
| Acesso em linha: | https://periodicos.ufmg.br/index.php/edrevista/article/view/42558 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Educação Matemática Resolução de Problemas Conceitos |
| Resumo: | In this article, I discuss problem solving in Mathematics education and the consequences of its use for mathematics teaching and learning. The manuscript begins with a brief historical review of problems in the teaching of mathematics. Drawing upon a few authors and their research, I define problems as occurrences that one wants to solve but for which solution one does not have an immediate algorithm. I claim that such problems are necessary for one to form, enrich and reorganize his/her mathematical concepts. Furthermore, during the problem solving process students make mistakes, experience emotions, and have to assess their own cognition. Therefore, I focus on error analysis, afecctive issues and metacognition in Mathematics education as a consequence of teaching via problem solving. |
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