Título:	A proposição de problemas como estratégia de aprendizagem da matemática : uma ênfase sobre efetividade, colaboração e criatividade
Autor(es):	Teixeira, Cristina de Jesus
Orientador(es):	Moreira, Geraldo Eustáquio
Assunto:	Matemática - estudo e ensino Resolução (Matemática) Resolução de problemas Criatividade (Educação)
Data de publicação:	10-fev-2020
Data de defesa:	18-jun-2019
Referência:	TEIXEIRA, Cristina de Jesus. A proposição de problemas como estratégia de aprendizagem da matemática: uma ênfase sobre efetividade, colaboração e criatividade. 2019. 187 f., il. Dissertação (Mestrado em Educação)—Universidade de Brasília, Brasília, 2019.
Abstract:	This dissertation, organized in multipaper format, interlink three articles resulted from researches whose objects of study are the learning of mathematics. The study attempted to identify the possibilities for the promotion of mathematics learning through the proposition of problems in differentiated perspectives: of the context of the proposition of problems (project: Matemática É Para Todos); of the interactions that are established in it (colaboration); and a product generated from this context (creativity). The general objective of each article assumes the status of specific objective in regard to the multipaper, therefore, to analyze the perceptions of the students regarding the project Matemática É Para Todos - MEPT, as an adjunct to the mathematics learning, refers to the first article, to analyze whether peer interactions, at the time of problem resolution, may favor the development of mathematical skills is related to the second article, and analyzing the creativity in mathematics from the problem-formulation strategy, is related to the third article. The study, of qualitative approach and research-action strategy had as instrument of data collection: a questionnaire composed by open-ended questions, written record of observations and students written productions. The research scenario was consisted of a public middle school in Brasília and the investigated sample consisted of students participating in the MEPT project. Furthermore, the results and the analysis have revealed that the general objective of this study “to identify the possibilities for the promotion of mathematics learning through the proposition of problems in differentiated perspectives” was consolidated, whereas the objectives of each research were achieved. In the first research, the analyses of the MEP project have pointed results that can be reworded as possibilities for mathematics learning considering both, the commitment and the potentialities of the project. The commitment was based on the students' involvement and persistence in problemsolving processes, which was explained by the constructs of self-esteem and selfevaluation. The potentialities were emphasized through the students’ abilities of comprehension and application besides the intrinsic learning motivation. Regarding to second research, the collaboration between peers in the development of mathematical skills in the context of problem solving, the results of analyses have shown that those interactions, once promoted in the light of problem solving, can be collaborative. The interactions are configured as collaborative from the dialogues, inquiries and discussions between peers, in problem-solving contexts, which was pointed out by the elements perception, reformulation, positioning, questioning, evaluation and understanding, explained by the students. With reference to the development of skills, the analyses pointed out that the collaborations between peers may constitute auxiliary elements in the development of mathematical skills, which was evidenced from the processes of problem solving with emphasis on a certain object of knowledge and the skills raised for a certain resolution. The analyses of the third and last research, "mathematical creativity using the strategy of formulating problems", have shown that the formulations of problems, made by the students, presented the component elements of mathematical creativity: creativity, fluency, flexibility, elaboration and originality. The analyses also have indicated that the constant contact with problem solving in the MEPT project may have influenced the results on the students' creativity in the formulations produced. Thus, from the results and analysis of the three researches, it can be inferred that this study presents possibilities that can be used to rethink the form of organization of the scenario of mathematics learning, not only for a group of students, but also for the organization of the pedagogical work as a whole.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2019.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Agência financiadora:	Fundação de Apoio à Pesquisa do Distrito Federal (FAP/DF).
Aparece nas coleções:	Teses, dissertações e produtos pós-doutorado

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