The contributions of teaching through Problem Solving for the learning of the concepts of the discipline of Descriptive Geometry from the perspective of the Mathematics undergraduate student on campus VII of UEPB

Abstract

Problem Solving as a methodology has been consolidating itself as an important didactic strategy for teaching Mathematics at the most diverse levels of education. Several researches show that the use of Problem Solving in Higher Education can bring benefits to the teaching, learning and assessment processes of Mathematics. In this sense, this study aims to understand how the teaching of Mathematics through Problem Solving can contribute to the learning of the concepts of the discipline of Geometric Design and Descriptive Geometry in the conception of the undergraduate in Mathematics. For this, qualitative research was carried out with 21 students from the period 2021.2 of the Full Degree in Mathematics course at the State University of Paraíba (Campus VII), which was carried out through a questionnaire via Google Forms. Through this study, it was possible to verify that the teaching of Mathematics through Problem Solving can be a methodological possibility to provide a satisfactory learning of the concepts of the aforementioned discipline, as it contributed to a satisfactory learning of the concepts of the discipline, improved the skills of arguing and explain, as well as the autonomy of the licentiates.