A resolução de problemas na interface do ensino e aprendizagem da matemática

Abstract

Mathematics needs to be accessible to everyone, and the democratization of its teaching and learning should be a priority goal for teachers. In this sense, teaching strategies are important allies in implementing the interest in obtaining mathematical knowledge. In pursuit of this idea, this study proposes to present problem-solving as a didactic-pedagogical resource for teaching mathematics in a qualitative, descriptive, bibliographic study. Three dissertative works were used to conclude that problem-solving is indeed an important didactic-pedagogical resource for fostering mathematical learning, if the teacher internalizes the need to perform a chain of operations to achieve a result, since the solution is not naturally available from the beginning; it must be constructed.