Analysis of a problem situation: socio-emotional competences and stimulation of executive functions
The present study aims to analyze the experience of a problem situation in mathematics classes of the initial years of Elementary Education of a public school in the city of São Paulo linked to socio-emotional competences and problem solving. This research was conduct with three teachers of the init...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Estadual de Montes Claros (UNIMONTES) |
| Repositorio: | Educação Matemática Debate |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.periodicos.unimontes.br:article/67 |
| Acceso en línea: | https://www.periodicos.unimontes.br/index.php/emd/article/view/67 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Matemática Aprendizagem Socioemocional Resolução de Problemas Funções Executivas Mathematics Education Social and emotional learnig Problem Solving Executive Functions |
| Sumario: | The present study aims to analyze the experience of a problem situation in mathematics classes of the initial years of Elementary Education of a public school in the city of São Paulo linked to socio-emotional competences and problem solving. This research was conduct with three teachers of the initial years of Elementary Education. It was organized in three parts, the discussion of a problem situation; the development of the problem situation in the classroom; and clarification of the perceptions about the lived experience. The final considerations point out that the pedagogical practice adopted allowed socio-emotional learning and the habilitation and stimulation of executive functions, such as inhibitory control, cognitive flexibility and working memory. |
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