Resolução de problemas matemáticos como método de ensino e o desenvolvimento de habilidades e competências : uma análise das percepções de professores dos anos iniciais do Ensino Fundamental

• Ano de defesa: 2022
• Autor(a) principal: Fabrício, Cristiane Machado
• Orientador(a): Lara, Isabel Cristina Machado de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Matemática
• Departamento: Escola Politécnica
• País: Brasil
• Palavras-chave em Português: Resolução de Problemas; Habilidades; Competências; Ensino Fundamental; BNCC
• Área do conhecimento CNPq: CIENCIAS HUMANAS::ENSINO
• Link de acesso: https://tede2.pucrs.br/tede2/handle/tede/10319

This research aims to answer the following problem: How do pedagogical interventions modify teachers' perceptions of Problem Solving seen as a teaching method and the development of skills and competences of students in the early years of Elementary School? Therefore, a qualitative approach was carried out, in which 21 teachers who teach in groups from Preschool to the 5th year of Elementary School and four school inclusion assistants from a municipal elementary school, which serves in the teaching modality, participated. full-time, located in the metropolitan region of Porto Alegre, RS. Two questionnaires were used as data collection instruments, the first answered by the participants before the pedagogical interventions with these teachers and the other later. A 30-hour training was carried out with these teachers, in the form of pedagogical interventions, during which theoretical and practical subsidies were provided so that they could prepare and develop teaching proposals in their Mathematics classes, adopting Problem Solving as a teaching method. The research is theoretically based on authors who study mathematical problems and Problem Solving, in particular: Polya; Van de Walle; Onuchic and Allevato; Dante; Stancanelli; and, Vila and Callejo. Based on the data collected, it was possible to observe that the teachers had a mistaken knowledge about the mathematical problem and many doubts about the concepts of skill and competence, with significant changes after the pedagogical interventions. The results showed that and the elaboration and execution by the teachers of the teaching proposals with the students, they acquired new perceptions about the Problem-Solving method, understanding that problems can be the starting point for the construction of mathematical concepts, thus favoring the development of skills and competences foreseen in the BNCC for the teaching of Mathematics.