A resolução de problemas para o ensino de Matemática nos anos iniciais: perspectivas, dilemas e possibilidades

Abstract

This paper reports some analyzes and reflections arising from a PhD research that sought to investigate Problem Solving as a research field and its application to mathematics teaching. This study was guided by the search for an answer to the following question: how is the Problem Solving conceived in the guidance documents for the Mathematics teaching of the MEC, in the Mathematics textbooks used by the public schools and in the questions that make up the national exams (Mathematical axis) for the early years of elementary school? Given this question, we sought to analyze whether the poor performance of students in mathematics in the official assessments is partly associated with a possible disagreement regarding the treatment given to Problem Solving in the official guidelines of the MEC (through the National Curriculum Parameters for Elementary Education), in the Mathematics textbooks used in public schools and in the SAEB (through Prova Brasil and its reference matrices). Specifically, it was also sought: (1) to analyze the theoretical-methodological foundations on Problem Solving; (2) examine how Problem Solving in National Curriculum Parameters for Elementary Education is designed; (3) identify how Problem Solving is addressed in the Mathematics textbooks provided by the FNDE; (4) investigate how Problem Solving is presented in the official tests of SAEB (Prova Brasil); (5) compare the data resulting from research on the theme in different sources; (6) systematize the knowledge around the subjects addressed. To answer the research problem and achieve the proposed objectives, a qualitative, bibliographical and documentary study was developed, focusing on Problem Solving as a teaching methodology for mathematics. The research showed that what is charged in the official assessments of SAEB, through Prova Brasil Test, is not in line with the MEC / PCN guidelines for teaching mathematics, but coincides with what is worked in public schools through textbooks provided by FNDE. Therefore, SAEB and FNDE do not fit the MEC regarding the methodological guidelines for teaching mathematics, but they align with each other.