PROBLEM SOLVING IN MATHEMATICS CLASSES

Abstract

This text is intended to show that problem solving methodology can be worked with no big ruptures in Mathematics teaching. However, this is possible only if teachers, in a first moment, analyze and discuss their conceptions and knowledge about education, mathematical knowledge, teaching and learning, evaluation, among other elements in teaching work, to verify if they are consistent in this perspective of teaching and learning Mathematics. So, with conceptions and knowledge that match problem solving methodology, teachers can successfully face unexpected and unpredictable situations that, many times, happen when problem solving is seen not only as a methodology but also as a teaching philosophy. The teacher's experience as a problem solver and consideration, with experts, about results in a Mathematics class based on problem solving are essential conditions to support that way of teaching, which is very promising to Mathematics education. A problem that explores fractions properties shows a possible teaching work on that methodology that intends to make mathematical learning more meaningful for students.

Keywords: Mathematics education; Problem solving; Teaching.