Processo de autonomia na formulação de problemas de matemática: uma perspectiva de formação inicial de professores

Abstract

Despite efforts to make changes in the educational context occur, still we live immersed in the reality that values the copy of algorithms. Tell you, the reader, how much evidence has ever done, or how many schoolwork or academics you\'ve developed in that, instead of responding, the objective was to formulate? The focus here is precisely that: to formulate Problems. To this end we present this research, qualitative characteristics of case study and participant observation, which was developed during the lessons of a discipline of Mathematics degree offered by the Faculty of mathematics at the Universidade Federal de Uberlândia, called Teaching Mathematics Through problem solving. The objective was to accompany the students in this discipline, while the same experienced the opportunity to formulate problems and, at the end, check the process of autonomy that this practice could generate. To this end, we apply our questionnaire and we conduct interview with the students involved, with the analyze their respective integrated projects of educational practice whose goal is to promote the formation of a critical and reflective professional, that do not feed their teaching practices only with reproductions. We focus our thoughts in this text in order to answer the following question: what are the senses and meanings of the discipline teaching mathematics Through problem solving for students graduating in mathematics offered around the opportunity to formulate problems? To answer this question, we elaborate the text that follows, divided into four parts. Aim with the introduction, first of the parties mentioned, situate the reader (a) regarding the origin of this thought, why search this topic. Chapter 1 brings the theoretical discussions on the themes proposed by the menu of discipline, as well as some complementary used in this research. We split the 2:0 pm chapter three parts, the first of these concerns the way that discipline was thought during the search, the second is the narrative of the trajectories of the eight students interviewed, for the preparation of their respective integrated projects of educational practice, part three of Chapter 2 focuses our analysis of the data, showing the results of this work. Finally, we made our final thoughts about research involving the mathematical modelling and the autonomy of the teacher-in-training, as well as our hopes for the future of the same.