Um estudo a respeito da interpretação e resolução de problemas não convencionais nas aulas de matemática no ensino fundamental e médio

Abstract

The discussions about the teaching of Mathematics and the approaches on how if to work topics such as unconventional problems in classrooms in the route of Basic Education guide the approach of this research. In this way, have as objective to analyze the reflections about the introduction, development and resolution of unconventional problems in line with the other themes of subject Mathematics in the route of the final years of Elementary School and during all the High School. Thus, the application of a field research of the qualitative-quantitative type was defined, from the application of a semi-structured questionnaire involving 5 (five) Mathematics teachers who work in the respective segments. In this study, if it discusses and if alignes to the theoretical contributions of Polya (1995), Smole and Diniz (2001), Bassanezi (2002) and Dante (2011), well as if it bases in the didactic-methodological orientations and conceptions PCNs (1998, 1999) and BNCC (2017). Then, it is expected to make accessible to teachers efficient strategies to if to teach unconventional problems to students of Elementary and Middle School