O uso de problemas geradores: um estudo para a construção de uma problemoteca

Abstract

This research has the general objective of understanding how teachers in the final years of Elementary School choose and use mathematical problems, thus supporting the organization of a Problemoteca (a library containing generative problems) taking into account how these teachers make this selection. The research is of a qualitative nature and the research participants were four students of the Postgraduate Program in Mathematics Teaching (PPGMAT), entering in the year 2022, teachers of the final years of elementary school. A questionnaire and semi-structured interviews were used as instruments of data production. For the data analysis it was used the Textual Discourse Analysis (ATD) and the corpus of the research was constituted by the answers to the form and dialogues obtained from the transcripts of the interviews, carried out by the Google Meet platform and by conversations through the Whatsapp messaging application. From this, the unitarization, categorization, and reporting of the data was performed. The results indicate that teachers still use a lot of the textbook chosen by the school and ready-made materials that the government makes available. In relation to the moment of using the problem, even the teachers that use problems at the beginning of the classes, do it for the application of a content previously presented and not as a construction of a new knowledge, or use them to explain and solve the problem with the students, not providing a space for them to make their own connections and build knowledge. The educational product resulting from this research was the organization of the Problemoteca, a library of generative problems, containing the indication of the school year, the skill from the Base Nacional Comum Curricular (BNCC), the thematic unit, the content involved, the resolution strategies for each problem and guidelines for the teacher regarding the application of the problem presented. It is expected that, with the availability of Problemoteca, that more and more teachers and undergraduate students will seek the use of generative problems for the introduction and development of mathematical content in the classroom, enabling mathematical reasoning and student autonomy.