Um cenário de estudos envolvendo o ensino de matemática através da resolução de problemas em periódicos

Abstract

In recent years, Problem Solving (PR) has been presented in the mathematics education literature as a teaching approach that can be used by teachers in the classroom. Based on the need for an overview of current research on the topic, this study presents a bibliographical survey inspired by the State of Knowledge, aiming to understand thematic focuses in academic productions that use/address mathematics teaching through Problem Solving. To this end, a mapping of the academic productions published in the journals Bolema, Boletim GEPEM, Zetetiké, Educação Matemática em Revista and Educação Matemática em Pesquisa was carried out between January 2011 and June 2019. It was possible to identify thirty-six articles, which, based on the readings, were distributed into six thematic focuses, according to the levels of education in which the research was developed and/or inspired, and are thus named: 1) Studies with PR in the Initial Years of Elementary School, 2) Studies with PR in the Final Years of Elementary School, 3) Studies with PR in High School, 4) Studies with PR in Initial Training, 5) Studies with PR in Continuing Teacher Training, 6) Studies with PR Beyond the Levels of Education. In this sense, the results pointed to a variety of studies across all the thematic focuses presented, containing different perspectives, such as bibliographic research, documentary analysis, teaching proposals, and even reflections on classroom practices. This demonstrates that the topic is discussed and addressed in both Basic Education and Higher Education. Finally, an analysis beyond the focuses was conducted, investigating the mathematical concepts/contents addressed in the studies. It was noted that some do not present inferences to content/concepts, but rather foster important discussions for theoretical advancements in the field. Conversely, when addressed in other studies, these do not need to be the central theme. From this perspective, it was possible to broaden the understanding of the topic, reinforcing the idea that it can enhance the teaching and learning process of Mathematics at different levels of education, allowing for its use in addressing different mathematical contents/concepts.