Articulações entre numeramento e resolução de problemas: uma revisão sistemática de teses e dissertações (2021–2024)

Abstract

This dissertation focuses on the connections between numeracy and problem-solving in mathematics education, examining recent academic productions developed in the Brazilian context. The study is linked to the Postgraduate Program in Science and Mathematics Education (PPGECM) at the Federal University of Uberlândia (UFU), within the research line "Teacher Training in Natural Sciences and Mathematics". The general objective is to understand what Brazilian theses and dissertations produced between 2021 and 2024 reveal about the connections between numeracy and problem-solving in mathematics education. The research is characterized as qualitative and adopts a systematic literature review as its methodological approach. The survey of studies was conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD) and in the CAPES Theses and Dissertations Database, using descriptors related to numeracy, numeracy practices, and mathematics education. As inclusion criteria, theses and dissertations that explicitly addressed numeracy in the context of education, were available in full, and had been developed in Brazilian postgraduate programs were selected. Duplicate works, productions that did not directly engage with the theme, or that treated numeracy in a secondary way were excluded. As a result of the selection process, a corpus composed of ten research studies, including theses and dissertations, organized by thematic axes, was constituted. The analyses showed that numeracy is understood mainly as a social and cultural practice, related to the meaningful use of mathematics in everyday contexts. It was also observed that problem-solving appears, in a large part of the studies, as a structuring axis of teaching, favoring the mobilization of strategies, the construction of meanings, and the development of students' intellectual autonomy. Other recurring themes involve teacher mediation, the contextualization of mathematical activities, and the need for inclusive and investigative pedagogical practices. The results indicate that research converges in advocating for overcoming mechanistic and decontextualized approaches, pointing to numeracy and problem-solving as paths to more meaningful mathematical learning. However, weaknesses related to initial and continuing teacher training are evident, especially regarding the conceptual understanding of numeracy and its articulation with pedagogical practices. As a result of the research, an educational product entitled "Exploring Division through Problem Situations and Numeracy Practices" was developed, aimed at training teachers in the early years of schooling. The material seeks to contribute to contextualized and investigative pedagogical practices, directly addressing the gaps evidenced in the analyzed research. It is concluded that the analyzed productions reinforce the importance of understanding numeracy as a central element of Mathematics Education in the early years, articulated with problem-solving as a methodology and teaching perspective, contributing to the formation of critical and participatory individuals in social life.