Problem solving: exploring its potential from an intervention project involving financial mathematics

Abstract

This article seeks to explore, from a practical experience involving financial mathematics content and the use of Problem Solving as a methodology for Teaching Mathematics. To this end, we developed a field research based on a pedagogical intervention project carried out in a first-year high school class at a state school in the municipality of Aiquara-BA. The activities that constituted the core of the intervention project were elaborated in the light of research by Polya (1995) and Onuchic (1999), which served as a theoretical and methodological framework. The theme selected for the activities involved the concepts of percentage and interest. From the analysis of the problems worked by the students and the observations of the conducting teacher during the activities, a data set was organized. Evaluating them, it was possible to identify that the use of Problem Solving as a teaching methodology contributed to the development of different aspects of the teaching-learning process, such as logical reasoning, argumentative capacity, teamwork. In addition, we found a more effective mobilization of students' prior knowledge and their perceptions regarding the potential for using the content worked in practical everyday situations. We hope that with this we can contribute to a better understanding of the potentials involved in teaching mathematics through Problem Solving.