Alguns aspectos da metodologia de resolução de problemas

Abstract

The application of the problem-solving methodology in the classroom requires greater preparation and more careful planning from the teacher. With this, it will be possible to allow students to search for appropriate answers through different paths. The present work aims to make a theoretical approach on the use of Problem Solving as a methodological tool in the teaching of Mathematics, proposing possible directions on the subject to be worked in the classroom. For the elaboration of this work, we used the methodological resource of bibliographic research of materials already published on magazine websites and on the scielo platform. The present work is based mainly on the ideas and conceptions of authors with relevant production on the subject, such as Luiz Roberto Dante (1997), Echeverría and Pozo (1998), Oliveira (2015), Polya (1995) and on the National Curricular Parameters for Mathematics (PCNs). It is understood that it is important to review the methodologies used in the classroom, and problem solving is a tool to motivate students in the search for knowledge The teacher has the role of helping the student to solve the problem presented to him, developing in the student the ability to solve future problems by himself. One of the challenges identified in working with Problem Solving is in the problem statement. Sometimes it is necessary to make adaptations in the statements in order to eliminate ambiguities. The teacher needs to direct the student to become independent in reading and interpreting the problem. It is believed that the use of the teaching methodology of problem solving in the teaching of Mathematics is significant, as it allows students to participate in the construction of mathematical concepts and enables the approximation of these concepts with the reality of students, allowing a significant learning.