Resolução de problemas e aprendizagem significativa no ensino de Matemática

Abstract

This research tried to answer the following question: Which are the knowledge related to the Problem s Resolution that the teachers of the first years of Primary School have to dominate to implement a pedagogical practice in Mathematics which breaks with the expositive, training and repetitive model that is predominant in the scholar practice and helps the students to acquire the really relevant and significant knowledge? Facing this problem, the research had as an aim to study, analyze and systematize the main knowledge of the Problem s Resolution methodology, that contribute to the development of the pedagogic practice and to the significant learning acquisition of Mathematics content in the first years of the Primary School. To answer to the proposed question, and to achieve the intended objective, a theoretical research was developed, that, in a general way, describes and analyses the most important characteristics of the teaching and learning Mathematics process, approaching questions that have as an theoretical-methodological the standards of the significant learning theory of Ausubel, discussing the initial and continuing formation of the teachers and their ideas about the teaching and learning process in Mathematics and some methodological alternatives that can contribute with the improvement of the pedagogical practice in Mathematics teaching. This study showed that Problem s Resolution is a methodological trend in Mathematics Education which effectively contributes to transform the classroom Mathematics in a contextualized educational activity that stimulates the participation of the student in the educational process, promotes the significant learning and shows the importance of the Mathematics contents to the day-by-day life.