Resolução de problemas em matemática visando uma aprendizagem significativa na formação inicial de professores pedagogos: reconhecendo e superando dificuldades

Abstract

The present work has as its object of study the following problem: What possible contributions could bring to the students of the Pedagogy course, workshops that address the mathematical contents through Problem Solving and planned under the assumptions of meaningful learning? Thus, the theoretical bases were sought to understand the themes that address these issues. Starting with the initial training of teachers of the Early Years, based mainly on the authors Saviani (2009), Libâneo (1998, 2002, 2006, 2010) and Gatti (2009,2010). They point out the concern with the quality of teacher training in specific areas due to an exhaustive curriculum. This being one of the issues that collaborates so that future teachers to feel unprepared to teach classes, especially when it comes to the subject of Mathematics. Thus, the text presents the Problem Solving and the creation of materials as an alternative to enhance the teaching of Mathematics in the Early Years bringing authors such as Polya (1978), Dante (2011), Onuchic and Alevato (2011) and Lorenzato (2006). The work is based on the theory of Meaningful Learning proposed by Ausubel (1963). As a methodological proposal, the research adopted a qualitative approach with interpretative design and applied nature. This was developed in 2019 with academics from the Pedagogy course, during five workshops held in the city of Ponta Grossa, Paraná. Data collection instruments were used: questionnaires, materials produced by the participants, audio, video, and photo recordings. The first workshop addressed the pedagogical practice with Problem Solving and the creation of materials through additional content. The second dealt with the four operations with an emphasis on division. The third pointed out suggestions for work with Problem Solving involving Statistics and Probability. The fourth and fifth workshops addressed the content of fractions and all the workshops aimed at meaningful learning by the participants. The results show that they provided opportunities for progressive differentiation and integrative reconciliation of concepts, leading to meaningful learning. Both subordinate and superordinate, lead to understanding and overcoming difficulties in the operations of fractions and divisions. Thus, obtaining new teaching strategies through the Problem Solving methodology and understanding the importance of initiating mathematical concepts, in the Early Years, through manipulable materials.