O Que é um Problema Matemático?

Conceções de Alunos do 4.º ano de Escolaridade

Abstract

Problem solving in mathematics teaching is assumed to be an essential cross-sectional ability for students to develop mathematical ideas, making them think and develop their mathematical reasoning. In this context, this article aims to present the conception of mathematical problem for four students of the 4th grade of primary school, before and after a pedagogical proposal based on problem posing. Bearing this objective in mind, we opted for a qualitative methodology through the case study, using a questionnaire as a data collection instrument. The results suggest, initially, that students define mathematical problem as a statement whose resolution implies the use of mathematical calculations, that have a question and have no more than one solution or no solution. This seems to suggest that these students are more familiar with one type of mathematical problem – calculus problems – than another type of problems that develops important mathematical skills. However, the implementation of the didactic sequence in the formulation of problems, seems to have influenced the conceptions of the mathematical problem of the students, since the students began to give more relevance to the existence of a context in the utterance and the fact that it has to be challenging, highlighting the importance of formulating problems in classroom practices to develop mathematical capacities.