A docência nos anos iniciais através da Resolução de Problemas: da formação de professores à implementação de uma aula sobre frações unitárias

Resumo

This paper presents a class implementation done in a 5th year class of Elementary School, inspired by the Teaching-Learning-Evaluation Methodology in Mathematics through Problem Solving, which was developed and planned during a teacher training. The main goal is to analyze how the development of teacher training course, offered in a virtual format, based on the Teaching-Learning-Evaluation Mathematics Methodology using Problem Solving might contribute on teaching Mathematics. Qualitative research was the methodology adopted to conduct this work, and the main procedures were based on participant observation and on the analysis of the participant teachers’ documental production. The data has been built from a training offered to nine 5th grade teachers in an elementary school located in the countryside of the State of São Paulo. The current paper is thus focused on the analysis of a lesson plan prepared by a pair of teachers who were participating in the training activity as well as its implementation. Lesson Study was the chosen teacher training methodology that was adapted to suit the online environment. It was observed, through the analysis of the work, a movement towards the constitution of numerous types of knowledge that compose the teacher’s general professional knowledge when they plan and implement a class based on Problem Solving. We can argue that the goal of the teachers was reached, in the sense of promoting the mathematical understanding of unitary fractions, using actions centered on the students. This is due to the fact that the teachers’ report suggests that the implementation [...].

Dados da obra

Tipo

Artigo

Periódico

REMAT: Revista Eletrônica da Matemática, v. 7, n. especial, p. e4003

Editora

Instituto Federal de Educacao - Ciencia e Tecnologia do Rio Grande do Sul

Ano

2021 (2021-12-20)

Idioma

en

Palavras-chave

Educação Matemática; Resolução de Problemas; formação docente; estudos de aula

Temas

Formação de Professores de Matemática, Resolução de Problemas, Tecnologias Digitais

DOI

10.35819/remat2021v7iespecialid5512

ISSN

2447-2689

Licença

https://creativecommons.org/licenses/by/4.0

Acesso

Acesso aberto

Fontes

Crossref; DOAJ — Directory of Open Access Journals

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026