Resolução de problemas : uma análise dos saberes mobilizados

Abstract

This work targeted analyzing the procedures of integrated high school and higher education in Problem Solving related to the notion of fraction, measure comparison and geometry. In teaching Mathematics it is observed that there is a lack of knowledge, coming from the professor, about the correct employment of Problem Solving methodology, because, in several cases, reinforcement exercises are intensifi ed due to the understanding that this is the only process that constitutes the methodology. Several teachers also do not know that problems called \non-routine" exist, that search for request specifi c abilities and skills to focus on the previous knowledge of students and, therefore, these are problems that have an important characteristic for the use of Problem Solving methodology. Based on this comprehension, two problems were selected, considered non-routine, to try and identify the knowledge mobilized by students when involved with the Problem Solving methodology. Based on this matter this work searches to open a discussion bias about this practice. This work counted with 44 (forty four) students from two institutions, where 15 ( fifteen) students were from a fi rst semester class of the integrated technical course on Electronics from IFPE (Federal Institute of Pernambuco) of Recife, and 29 (twenty nine) students from UFRPE (Federal Rural University of Pernambuco), where these last 15 ( fifteen) students are on their 2nd semester and 14 (fourteen) students are on their 3rd semester of the bachelor's degree in Mathematics. The choice of these two environments occurred as a mean to track the learning evolution of students on the phase that goes from technical education until graduation. The students that are part of the investigation only received the problems and they were oriented to solve them without the need to identify themselves. The documents created from this process were analyzed in the fi eld of Mathematics, therefore, the focus was towards mobilization of knowledge revealed by students, the strategies that they use, the dificulties in Mathematics topics, the previous level of knowledge they possess, the dificulty of comprehending the problem, the way of acting when starting solving the problem, among other aspects. The results indicate that: the problems were rich in rescuing information that students have dificulty, such as basic understanding of fractions when related to the measure of a segment.