Collaborative Mathematical Learning through Problem Solving and Digital Technologies

Abstract

This article presents the results of a virtual class experience, whose objective was to investigate the emergence of shared cognition in situations of negotiation of meanings in learning. Therefore, we bring an excerpt from the Algebra Fundamentals course, taught in 2021, in the Graduate Program in Science Teaching and Mathematics Education - PPGECEM at UEPB, through the report of one of the classes that was worked in a collaborative way. Collaborative learning activities encourage the protagonism of students through carefully designed problems that provide an environment of rich interactions, favoring the socialization of knowledge. We believe that the mechanisms of shared cognition that emerge there constitute important cognitive tools that clarify how the subjects involved organize their actions and ideas, negotiating meanings and contributing to learning between groups. We look at Problem Solving and Digital Technologies as methodological alternatives to the classroom, based on students' perceptions when experiencing work with problems generating in a moment of learning, where we present the description and resolution of this problem at the end of this article.