THE CONTENT BLOCKS OF THE NATIONAL CURRICULUM PARAMETERS: POSSIBILITIES THROUGH PROBLEM SOLVING
DOI:
https://doi.org/10.5902/2179460X14825Keywords:
Parâmetros Curriculares Nacionais, Resolução de Problemas, Ensino e Aprendizagem de Matemática, Metodologia de Ensino, Matemática.Abstract
http://dx.doi.org/10.5902/2179460X14825
In this paper we explore some problems that approach the content blocks of the National Curriculum Parameters using the Methodology of Teaching-Learning-Evaluation Mathematics through Problem Solving. For this, we present the roadmap proposed by Onuchic and Allevato (2011), for teachers who want to work with that methodology. Through five problems, which were initially worked in short courses and meetings with mathematics teachers, we explore each of the blocks of content (Numbers and Operations; Space and Shape; Quantities and Measurements and Data Processing). We emphasize that this methodology requires a new attitude from the teacher, turning out to be the mediator of the learning process. Furthermore, the problem becomes the starting point for the construction process of new knowledge, which occurs while the students solve the proposed problem. The formalization of the content or presentation of the mathematical theory should be the last step to be performed by the teacher. The evaluation also takes on a new importance, by integrating the teaching process to promote learning.
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