KNOWLEDGE EXPRESSED AND CONSTRUCTED BY A GROUP OF MATH TEACHERS ABOUT PROBLEM SOLVING

Abstract

The present study aims to analyze the knowledge manifested and constructed by mathematics teachers in basic education (elementary and high school), who participated in continuing education at a municipal public school in the interior of the state of Maranhão. The training was developed in the second half of 2023 and focused on the Teaching-Learning-Assessment Methodology of Mathematics through Problem Solving. The research has a qualitative approach, and the data were constructed from the application of two questionnaires and observations made during the training meetings. The results indicate that teachers had initial difficulties in distinguishing problems from exercises, as well as weaknesses in the use of the methodology. However, throughout the training, they demonstrated a reframing of their conceptions and greater clarity about the role of the teacher as a mediator in the teaching and learning process. They also came to recognize the pedagogical value of problematization and the importance of proposing situations that favor reflection, knowledge construction, and student protagonism.