Detalhes bibliográficos
| Ano de defesa: |
2011 |
| Autor(a) principal: |
Silva, Alan de Carlo Antonio
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| Orientador(a): |
Traldi Júnior, Armando
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
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| Departamento: |
Educação
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10870
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Resumo: |
Considering the importance "Problem Solving on the process of teaching and learning in mathematics," the reason of this study was to verify the theoretical approach and the differences in the way of understanding the term "problem solving" in the studies produced by postgraduate students in mathematics education at the Catholic University of São Paulo - period 1992 to 2009. Methodologically our research was characterized as a qualitative documentary study known as metanalysis in which we try to do a systematic review of a series of research, aiming to produce new results or synthesis. In order to transcend the obtained results of the investigations dissertation and thesis were used as they had focus on the subject problem solving or teaching methodology for problem solving. We based our research on Bridge (2004) and Dante (2009) comparing the different ways that problem solving has been addressed in the research, so after that we were able to verify that there are seven out of ten analyzed thesis that are characterized by teaching through problems solving . It is understood, therefore, that there are the presence of a growing rejection by the teaching method for problem solving nowadays. Therefore we conclude that the teaching through problem solving does not always provide a specific method to find solutions to the problems, the interaction of the person with the problem and also the teacher-student relationships are more intense than the teaching for problem solving and then it collaborates to find out possible alternatives and the effectiveness of the teachinglearning process |
