Problematizations in School Practices Involving Probabilistic Thinking: math making sense

Abstract

The text presents a discussion about the teaching and learning processes in school mathematics, seeking to establish a mathematical "meaningful" process. In this perspective, it makes considerations about the classroom as a social environment of interactions, aiming to give meaning to Mathematics, in tasks from the perspective of problematization. The movement of ideas related to the methodology of problem-solving is discussed, in a teaching of Mathematics to solve problems, through problem-solving and Mathematics. It seeks to make sense of this resolution in a problematizing environment. The following aspects are considered: the nature of the task, the role of the teacher, the educational resources, the social culture of the Mathematics classroom, and the accessibility of Mathematics for all the students (Hiebert et al, 1997). Classroom situations that contemplate such aspects are presented, with problematizations involved in the movement of students' probabilistic thinking. The mediation of the researcher professor contributes to the mathematical learning movement with meaning.