Problematização : um caminho a ser percorrido em educação matematica
AUTOR(ES)
Maria do Carmo Domite Mendonça
DATA DE PUBLICAÇÃO
1993
RESUMO
The aim of this work is to highlight the binomial relationship between thinking and acting. In order to cross this road we have elected the means of problematization which is also derived from the same kind of binomial relationship. Problematization, therefore, could be thought of as a way to serve as a proposal for Mathematics Education in which life experience could be given meaning in order to develop knowledge in Mathematics. Problematization, as it stands, is based on generative questions of the student, the processes which lead, through abstract knowledge, to Mathematics models. Having the process of problematization as a starting point, this work is oriented by a double purpose: Rrs~y, to guide to the recognition that question making is fundamental in order to learn and secondly, to critically discuss some of the so called OOactive methodsoo usually adopted in Mathematics Education. The path which has been traveled through this work has come to the admission that problems raised by Mathematics Education can in fact be reoriented by taking problematization as the basic principie which allows for a redirection of both planning daily classroom activities and investigation of learning and teaching processes. This is not unique, obviously, but one possible way to reach the aims previously mentioned
ASSUNTO(S)
solução de problemas - aspectos psicologicos matematica - estudo e ensino ambiente de sala de aula
