Entre problemas e jogos: uma jornada formativa orientada pela resolução de problemas na licenciatura em matemática

Resumo

This study was guided by the research question: “In what way can the creation of mathematical games, grounded in the Teaching-Learning-Assessment Methodology of Mathematics through Problem Solving (MEAAMaRP), constitute a formative proposal for pre-service mathematics teachers, considering the cognitive demands mobilized in this process?”. To this end, the objective was to analyze the processes of implementation and reflection on mathematical games grounded in MEAAMaRP by pre-service mathematics teachers, with a view to interpreting the cognitive demands mobilized and the learning outcomes that emerged throughout the formative experience. The research, qualitative nature, was conducted within the Mathematics Teacher Education program at the Federal University of Santa Maria, specifically in the course Fundamentals of Problem Solving, with ten pre-service teachers over eight formative sessions that involved theoretical study, collective discussion, and implementation of mathematical games. Data were generated through field notes, photographs, focus groups, materials produced by the participants, and observations, and were interpreted using Discursive Textual Analysis. The results revealed changes in the participants’ perceptions regarding the role of games in mathematics teaching, shifting them from activities associated with review or entertainment to intentional pedagogical resources capable of fostering problematization and the collective construction of knowledge. The findings also showed that games grounded in MEAAMaRP constitute complex pedagogical proposals whose implementation requires planning, teacher mediation, and attention to methodological stages, revealing both potentialities and limitations in the articulation between games and Problem Solving. The experience contributed to expanding the participants’ ability to justify pedagogical decisions, recognize strengths and limitations in their proposals, and reflect on teaching practice. Regarding cognitive demands, the games mobilized reasoning processes ranging from low-level procedures to high-level argumentation and validation of solutions, demonstrating that task complexity depends not only on task formulation but also on how activities are mediated. It is concluded that the creation of games articulated with Problem Solving may constitute a powerful formative context, fostering mathematical and pedagogical learning, expanding the methodological repertoire of pre-service teachers, and contributing to the development of reflective teaching practices aligned with contemporary educational demands.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UFSM

Ano

2026

Idioma

pt

Palavras-chave

Formação inicial de professores; Educação matemática; Demandas cognitivas; Práticas pedagógicas; Initial teacher education; Mathematics teaching; Cognitive demands; Pedagogical practices; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Temas

Avaliação, Formação de Professores de Matemática, Práticas Pedagógicas, Resolução de Problemas

Handle

http://repositorio.ufsm.br/handle/1/38540

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026