The Problem Solving for Licenciate degree students in Mathematics: from Higher Education to Basic Education Classes

Abstract

In this article, a work proposal is presented, which sought to help future Mathematics teachers to think about classes based on the Teaching-Learning-Evaluation Methodology of Mathematics through Problem Solving (ALLEVATO; ONUCHIC, 2009; 2014; ONUCHIC, 1999; ONUCHIC; ALLEVATO, 2004; 2011). Such proposal emerges as a result of the practices and doctoral research of Zanon (2019). This researcher’s study was developed in 2019/1 with 40 students enrolled in the "Problem Solving" subject in the first semester of the Mathematics undergraduate course at the Instituto Federal do Espírito Santo (IFES), Campus Cachoeiro de Itapemirim. It is a qualitative investigation (FIORENTINI; LORENZATO, 2007) that understands the investigative activity as a power to the pedagogical practice of teachers in initial training. Thus, it proposes, through Problem Solving as a methodological perspective, possibilities for teaching Mathematics in undergraduate courses with a view to its applicability in the performance of Basic Education teachers. Basides that, this investigation uses the Activities Guidelines proposed by Onuchic and Allevato (2011) so that undergraduate students in Mathematics can appropriate ideas that allow them to use the Teaching-Learning-Assessment Methodology of Mathematics through Problem Solving in the classroom, when in teaching practice, as a way of translating the theoretical studies developed at the university into practice.