RESOLUÇÃO DE PROBLEMAS NO ENSINO DE ANÁLISE COMBINATÓRIA: UMA REVISÃO BIBLIOGRÁFICA

Abstract

This study offers a systematic literature review aimed at understanding how problem‐solving methodologies can make the teaching of Combinatorial Analysis in high school more meaningful and accessible. From an initial pool of 60 publications retrieved in SciELO, Oasis, Scopus, and Google Scholar, 12 articles were selected following PRISMA guidelines and Bardin’s Content Analysis. The findings reveal that contextualized problem tasks, combined with active learning methods and educational technologies, significantly boost student motivation, logical reasoning, creativity, and engagement. Furthermore, interdisciplinary activities and formative assessment practices proved essential for deepening mathematical understanding and monitoring the development of twenty‐first‐century skills. It is concluded that problem solving operates not merely as an isolated teaching tactic but as a foundational axis for an innovative and critical pedagogy that redefines the role of mathematics in students’ holistic growth. As a practical extension, the study recommends implementing and evaluating these strategies in real school contexts to measure their concrete impact on learning outcomes.