CONTRIBUTIONS OF PROBLEM-SOLVING METHODOLOGY FOR LEARNING MATHEMATICS IN HIGH SCHOOL: AN ANALYSIS OF SIPEM AND ENEM PUBLICATIONS
The present study is bibliographical research that sought to comprehend the contributions of problem-solving methodology in the process of teaching and learning mathematics for high school students. To achieve this objective, in the annals of the International Seminar on Research in Mathematics Educ...
| Autores: | , , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal de Mato Grosso (UFMT) |
| Repositório: | Revista Reamec |
| Idioma: | português |
| OAI Identifier: | oai:periodicoscientificos.ufmt.br:article/17212 |
| Acesso em linha: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/17212 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Resolución de problemas Matemáticas Bachillerato Resolução de problemas Matemática Ensino Médio Problem solving Mathematics High school |
| Resumo: | The present study is bibliographical research that sought to comprehend the contributions of problem-solving methodology in the process of teaching and learning mathematics for high school students. To achieve this objective, in the annals of the International Seminar on Research in Mathematics Education (SIPEM) and the National Meeting of Mathematics Education (ENEM), it was carried out a survey of scientific communications that had as a proposal the use of problem-solving methodology for the last stage of Secondary School Education. To this end, the expression “problem solving” was used as a keyword in the annals search engine, in which 57 articles were found. Next, an analytical reading of the titles and abstracts was carried out in order to identify the articles that dealt with problem-solving methodology with a focus on High School. At this stage, it was observed that 11 articles fit the proposal of this research. To analyze the data from these 11 studies, a thorough and critical reading was carried out, based on theoretical contributions that address the teaching methodology in question, namely: Polya (1978), Onuchic and Allevato (2011). Based on the analysis carried out, it was found that the problem-solving methodology presents itself indeed as a promising path for the didactic practices of mathematics teachers since it can be used to teach various objects of mathematical knowledge, providing students with the development of their autonomy and motivation to learn the objects of mathematical knowledge. |
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