Formulação de problemas do cotidiano à sala de aula: (des)problematizando o horário de almoço do estudante universitário

Abstract

This study aims to present a problem that can be of any college student: how does the student deal with the economic factors and time for lunch without prejudice to their routine at the university? Firstly, it was conceived during an activity of the Integrated Project of Educational Practice, linked to the discipline of Teaching athematics through Problems. We used the case study as a methodology. For the theoretical framework, we sought input from different authors who work with Problem Solving and Problem Posing. As a result, the need for reflection- action-reflection in the initial form/action of the mathematics teacher was pointed out. It is hoped that this work can contribute to the training of future mathematics teachers and to teachers who teach mathematics.