Creencias de formadores de profesores de matemática sobre resolución de problema

AUTOR(ES)

Chandia, Eugenio, Rojas, Daniela, Rojas, Francisco, Howard, Sebastián

FONTE

Bolema

DATA DE PUBLICAÇÃO

2016-08

RESUMO

Abstract Problem solving is seen as a major mathematical learning opportunity, especially in the pre-service teacher education, where educators play a key role in the students understanding. Considering at least three approaches to problem solving (process, objective method of instruction), this research addresses the beliefs of a group of teacher educators for elementary levels (ages 6-12) for this feature of mathematical activity. In order to do so, a methodology of vignettes was used, in which educators were asked to talk about their work on problem solving with students. Teacher educators say problem solving involves a process that comprises the steps or phases, although the analysis, implementation and verification of resolution strategies and the interaction of these phases was not observed in their statements.

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