Ações do professor durante a metodologia de ensino-aprendizagem-avaliação de matemática através da resolução de problemas e o desenvolvimento do pensamento matemático dos alunos

Abstract

This research aims to analyze the actions of two teachers when teaching a class using the Mathematics Teaching-Learning-Assessment Methodology through Problem Solving and its influences (or contributions) to the development of students' mathematical thinking. The research is qualitative and data collection took place in the second half of 2023, in two stages: initially, a semi-structured interview was conducted, through Google Meet, with each of the teachers individually. In a second stage, the teachers taught their classes, using the methodology, and the data were recorded using recorders (one of them was with the teacher and another six captured the audio of each group of students), a camera, and the researcher's field diary, which recorded the actions that occurred during the classes. After data collection, the interviews and audios of the participating teachers and students were transcribed and the data analysis was carried out, considering two focuses: 1) the actions that the teachers performed when interacting with the groups; and 2) the mathematical thought processes demonstrated by the students. The actions presented by the two teachers contributed to the development of mathematical thought, and the most evident action was Questioning, and the least recurrent, and which did not help in the mobilization of mathematical thought, was Interrupting. The mathematical thought process Generalizing was the most developed by the students through the teachers' interventions. It is reiterated that the choice of the problem influenced the mathematical thought processes demonstrated. Together with the research, the Educational Product “Teacher's Actions during the Mathematics Teaching-Learning Assessment Methodology through Problem Solving that Promote Mathematical Thinking” was produced, containing guidelines on the Mathematics Teaching-Learning-Assessment Methodology through Problem Solving, the actions that are developed by the teacher when interacting with the students, on mathematical thinking and how to develop it, in addition to referrals and tips on how to develop them.