Pensamento algébrico e a resolução de problemas: contribuições para a formação docente

Abstract

The present work aims to identify which contributions to teacher education are evidenced in a Problem-Solving course to teach Algebra, according to the BNCC skills (BRASIL, 2018). In this sense, it was offered an extension course focused on Algebraic Thinking's exploration through Problem Solving, with theoretical discussions and practical moments of problemsolving with suggestions and indications for using the Methodology of Teaching-LearningEvaluation of Mathematics through Problem Solving. The participants were six mathematics teachers from the final years of elementary and or high school, and the meetings took place remotely, with synchronous and asynchronous moments. The research is qualitative, and the methods used for data collection were: questionnaires, document analysis, and participant observation. The data collection was through the researcher's field diary, the problems solved in the practical activities, audio and video recording of the meetings, carried out by Google Meet, and the written records sent by Google Classroom. After describing the data, were created four categories of analysis to help obtain the research results. The results indicated changes in the lesson planning of the participating teachers, contributing to the selection of good generating problems and the appreciation of their students' previous knowledge. The comprehension of the proposed methodology was another contribution since the problems stopped being used only as content applications. Finally, the extension course contributed to reflections on Algebraic Thinking, its elements, its development by the teachers, and the ideas of Algebra, which begins in the Early Years.