Enunciado de problema: um gênero textual

Abstract

The set of mathematical problems are used as a genre in order to contribute to the construction of meaning? Based on this inquiry, were surveyed in this case study, reading and writing of statements of mathematical problems in the early years of elementary school focusing on the work done by teachers in mathematics lessons dealing with the problem solving. In order to understand the statement of the problem as a genre; identify the design problem solving of teachers; analyze the types of problems worked in class and the contribution of these to the construction and expansion of the meaning of mathematical knowledge, the main objective was to understand the importance of the statement of mathematical problem while textual to build your sense genre. Classroom observations, wheels conversation and document analysis were used in the analysis, taking as reference the analytical method and content analysis. Through corpus inferred the categories of analysis: design problem solving that teachers have, the type of problem worked in class, how to approach the reading and writing of statements of problem and the emphasis on the use of keywords. These categories were analyzed in light of the design problems of didactics of mathematics and, more specifically, the writings of Moreno (2006) that link the different conceptions that underlie the work with problem solving and the definition of the meaning of this procedure for each, de Polya (2006) by analyzing the structure of the problem and Dante (1989; 2009), Ponte (1992), Stancanelli (2001) e Carvalho (2010) studies by specifying and differentiating types of problems. In the area of reading and writing statements, Carrasco (2003), Carvalho (2010), Klusener (2003), Schiliemann (1998), among others constituted the theoretical framework, along with the works of Marcuschi (2002, 2006, 2008), Koch, Elias, (2012), regarding the genre and the construction of meaning and Charlot (2000, 2013;) specifically this last aspect. Among the main reultados stand out teachers do not understand the statement of the problem as a genre which implies the non-realization of activities aimed at seizure of gender characteristics and hence difficult to understand.