A exploração de problemas como metodologia para articular as questões de gênero no ensino da matemática

Resumo

Schooling, including classroom practices within specific subjects, plays a role in the construction of gender and social inequalities. Drawing on Joan Scott’s (1995) concept of gender, this study understands the school as a space in which boys and girls are inserted into power relations. Although research in Mathematics Education has addressed various social dimensions of teaching and learning, few studies have examined how mathematics, as a discipline and as a school subject, contributes to the production of masculine and feminine identities. A review of theses and dissertations in the field of Mathematics Education revealed a gap concerning the articulation of mathematical content and gender issues in classroom practices. This study aims to investigate the potential of the teaching methodology known as Problem Exploration as a theoretical-methodological tool for addressing gender issues in the mathematics classroom. Problem Exploration, proposed by Andrade (1998), emphasizes classroom practices and supports work with problem solving and problem posing, highlighting the process and the multiple contexts surrounding both the problem and the classroom. The research adopts a qualitative approach and is based on a classroom activity conducted in a Mathematics teacher education program at a public university in the state of Paraíba. Eight participants explored a combinatorial problem involving the number of possible ways to dress given a set of clothing items. Without explicit prompting, the participants categorized the items as men’s or women’s clothing and structured their solutions according to this division. This led to discussions and conflicts concerning what is considered appropriate or inappropriate attire for men and women. The results indicate that discussing gender issues in the mathematics classroom is viable and that Problem Exploration has the potential to foster such discussions. Teacher intentionality and the presence of conflict emerged as essential elements for addressing gender in mathematics classroom practices.

Dados da obra

Tipo

Dissertação (mestrado)

Instituição

UEPB

Programa

Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM

Ano

2025

Defesa

12/11/2025

Idioma

pt

Palavras-chave

CIENCIAS HUMANAS; gênero; análise combinatória; resolução de problemas; educação matemática

Temas

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

Handle

https://repositorio.uepb.edu.br/handle/123456789/77291

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026