PROBLEM SOLVING AS A TEACHING METHODOLOGY

LEARNING-ASSESSMENT OF MATHEMATICS IN THE CLASSROOM

Analucia C. P. de Souza1UNESP/ Rio [Link]@[Link]

Célia Barros Nunes2UNESP/ Rio Claro-SPceliabns@[Link]

1. Introduction:
In order to better understand the initiative to create this mini-course
we aim to first present the research group GTERP, Working Group
The Study on Problem Solving, to which we belong, coordinated by
Professor Lourdes de la Rosa Onuchic3at UNESP in Rio Claro. This group is
consisting of current and former students of the Graduate Course in Education
Mathematics (PGEM) that develop research in this area and is also open to
participation of regular students in the program who are interested in deepening their
knowledge, special students in search of maturity for their future projects
research and teachers, in general, aiming to improve their teaching practice.
One of the striking aspects of the working philosophy of the GTERP group is to seek
relentlessly develop studies that effectively reach the classroom, that is,
that are related to teaching-learning-assessment issues both under the
perspective of the student as well as of the teacher. The group has also collaborated in partnership.

with public institutions of Elementary and High School.

In this sense, the mini-course now proposed aims to present the methodology of
I work in the field of teaching-learning-assessment of Mathematics through problem-solving.
to problems that GTERP has been dedicated to for some years.
Although the term 'problem solving' is widely used in texts and
in textbooks, the meaning of the term has not always been well understood as
Schroeder and Lester (1989) affirm. Thus, we intend to present some
different conceptions about problem solving in the view of some educators.
Continuing with the mini-course, we will present the work methodology.
for classroom, Teaching-Learning-Assessment Methodology of Mathematics
through Problem Solving and, following that, some practical activities involving

1
Master's student in the graduate program in Mathematics Education at Unesp in Rio Claro/SP
2
PhD student in the graduate program in Mathematics Education at Unesp in Rio Claro/SP
3
Volunteer professor of the Graduate Program in Mathematical Education at Unesp - Rio
Clear/SP.
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problems related to Arithmetic, Algebra, and Geometry providing to the

participating teachers reflect on and improve their teaching practice. For
assessment, the participants will write a report on the experiences lived during the
mini-course and will indicate possible contributions to your professional training.
It is not our purpose to provide a ready-made recipe for 'teaching', but rather to present

a differentiated way of working with Mathematics in the classroom, as we believe that

this methodology of ours develops the necessary skills and competences in students
to advance in the pursuit of new knowledge.

2. Different conceptions of problem solving:

Solving problems has always been a challenge for students and teachers, for the most part.

often with methods that emphasize repetition and the mechanization of solving
problems. Although the proposed education reforms in the 20th century: the teaching of
mathematics by repetition, the teaching of mathematics with understanding, Mathematics
Moderna and Problem Solving have proposed new avenues for work.
productive, the teacher was never invited to participate in them and, thus, he shows himself, in the

time of application, not prepared to use them.

The first research on teaching mathematics through problem solving
problems began under the influence of George Polya (Stanford University -
USA), which proposes in the book The Art of Solving Problems (1994, 1st ed. in 1945), a
four-step method for problem solving: 1st) understand the problem,
2º) elaborar um plano, 3º) executar o plano, 4º) fazer o retrospecto ou verificação da
solution of the original problem. In it, a heuristic process is developed over
problem solving.
The Problem Solving proposal has undergone several modifications, being
that the NCTM (National Council of Teachers of Mathematics), a North American entity,
An Agenda for Action
Action), saying that problem solving should be the focus of school mathematics
in the 80s, recommending that Mathematics teachers should create situations
in classrooms where problem-solving could blossom.
In the 90s, in Brazil and around the world, problem-solving is assumed.
as a starting point and a way to teach Mathematics, with the problem being
starting point and the trigger or generator of a construction process of the
knowledge. For Dante, 'a problem is any situation that requires thinking of the
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individual to "solve it" (according to Rodrigues, 1992, p. 27). We expand on this statement.
saying that it is very important, also, that the individual is interested in solving
lo.
In Mendonça's work (1993), three interpretations are presented for the
problem solving: 1) as a goal, it means that Mathematics is taught to
solving problems, problem solving is the ultimate goal; 2) as a process,
It means that problem solving is a means to develop potential.
student's heuristic, refers to the individual's performance as a problem solver; or 3)
as a starting point, it means looking at the problem as an element that can
trigger a process of building mathematical knowledge.
Stanic & Kilpatrick (1990) address three general themes characterizing the
I work with problem solving.
The problem-solving resolution as context, which is divided into five subtopics:
as justification, as motivation, as recreation, as vehicle, and as practice.
Problem solving as a skill: problem solving is viewed
as a number of skills to be taught in the mathematical curriculum; it solves
routine problems.
The resolution of problems as art: emerges from the work of George Polya, who
revive the idea of heuristics (the art of discovery), to lead students to understand
how Mathematics was discovered and make your own discoveries.
Gazire (1988) presents perspectives in Mathematics Education for problem solving
of problems: 1) a new content, 2) application of the content, and 3) a way to
teach Mathematics.
Our work aligns with the last perspective: problem solving
as a means of teaching Mathematics, with the problem being the generator of the process of
teaching-learning. Gazire presents the main characteristic of this perspective: 'If
all content to be learned is initiated in a learning situation, through
a problem challenge, there will be an internalized construction of knowledge to be
acquired (Gazire, 1988, p.124)
We still have three different ways to approach problem solving described
by Schroeder and Lester (1989, p. 31 - 34):
Teaching about problem solving: the teacher works with variations of
Polya's model.
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Teaching to solve problems: focuses on the way Mathematics is

taught and what can be applied from it. Importance is given to the use of knowledge.
previously acquired in routine and non-routine problems.
Teaching Mathematics through problem solving: we have the resolution of
problems as a teaching methodology, as a starting point and a means of
if teaching mathematics. The problem is viewed as an element that can trigger a
process of constructing knowledge. Teaching is centered on the student, who constructs
os conceitos matemáticos durante a resolução de um problema, sendo a seguir
formalized by the teacher.
The latter constitutes a way to teach Mathematics and not just
to teach problem-solving. Furthermore, this approach differs from teaching
traditional, current in most classes.
The central point of our interest in working with teaching-
learning mathematics through problem solving is based on
in the belief that the most important reason for this type of teaching is the
to help students understand the concepts, the processes and the
necessary operational techniques within the work done in each unit
theme. (ONUCHIC, 1999, p.208).

3. The teaching-learning-assessment methodology of mathematics through the

problem solving:
One of the major difficulties students face in Mathematics is knowing
solving problems, we believe that the adopted work methodology is a
opportunity to modify the usual development of math classes and has
to develop mathematical thinking processes, as well as to motivate and
to make the introduction of a certain mathematical concept meaningful.
In this methodology, the problem is the starting point and the teachers, through
problem solving, must make connections between the different branches of mathematics
generating new concepts and new content.
According to Van de Walle (2001), problem-solving should be the focus of the curriculum.
of Mathematics should be seen as the main teaching strategy. Moreover, it
draw attention to the fact that the work of teaching should always begin where the students are, at

opposite of the usual way in which education starts where the teachers are, ignoring
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is what students bring with them to the classroom. In this sense, learning
it will be a consequence of the problem-solving process.
The PCN (2001) focuses on problem solving as a starting point.
from mathematical activity. Concepts, ideas, and mathematical methods must be addressed
through the exploration of problems.
Our methodology aims to help students become investigators.
facing a challenging situation, a problem, in order to understand and question
the concepts they will need. The role of the teacher changes from 'communicator of
knowledge" to that of observer, organizer, consultant, mediator, controller,
learning facilitator. Therefore, a lot is expected from the teacher, '...
professor terá que enfrentar situações inesperadas em sala de aula e, em algumas
opportunities, will have to change what was planned, even more, will have to be
attentive to the difficulties presented by the students..."(Rodrigues, 1992, p.29).
It is important for the teacher to be knowledgeable about this methodology, as it
aimed at student-centered work where they participate in the construction of knowledge
under the guidance and supervision of the teacher who, only at the end of this process of
construction will formalize the built ideas, using notation and terminology
correct.
Onuchic and Allevato further explain that

[...] teaching mathematics through problem-solving is a

approach consistent with the recommendations of the NCTM and the PCN,
because mathematical concepts and skills are learned in the context of
problem solving. (ONUCHIC and ALLEVATO, 2004, p.222).

In the same vein, Callejo and Vila assert that

[...] the problems are used to help students to have

awareness that your knowledge is insufficient to respond
to the questions posed to them and thereby awaken their motivation
to incorporate new knowledge by restructuring the existing ones
have" (CALLEJO and VILA, 2004, p.170).
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Furthermore, they also emphasize that to work with this methodology of

education requires continuous and ongoing training for the team of teachers of
school mathematics and teamwork. It is up to the teacher to guide the
work, dialogue with the students, providing them with information, asking questions, etc...
We understand that the expression 'teaching-learning' has a very
important in this classroom work methodology, as this expression is a
process that occurs simultaneously, having the student as a co-builder of
knowledge and the 'assessment' must be integrated into teaching to improve the
learning, as well as, centered on problem-solving processes, more than
in the results and in the students' progress.
According to Kilpatrick and Silver (2000), when assessment is associated with and
integrated into teaching, it becomes an excellent opportunity for the teacher to learn
about what your students understand and what they can do. And it is essential that the
student, in this context, do your self-assessment in order to guide and enhance your
learning.

3.1. A class aimed at the teaching-learning-assessment of mathematics

through problem solving:
According to Onuchic (1998), it is essential that the teacher, when planning this methodology,

reflect on some questions, such as:

Is this a problem? Why?
What math topics need to be started with this problem?
There will be a need to consider minor (secondary) issues.
associated with him?
For which series do you think this problem is suitable?
What paths could be taken to reach your solution?
How to observe the reasonableness of the obtained answers?

Would you, as a teacher, have difficulty working on this problem?

What level of difficulty do you believe your student might have in facing this
problem?
How to relate the given problem with social and cultural aspects?
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But more than that, to dynamize the teaching-learning work methodology.

mathematics assessment through problem solving, Onuchic (1999) developed
a script containing a sequence of activities:
Form groups - deliver an activity (problem)
Shared, cooperative process providing the opportunity to learn from each other.
the others.
The role of the teacher
Change from knowledge communicator to observer, organizer,
consultant, mediator, intervener, controller, learning encourager.
Results on the board
Note the results obtained by the groups whether they are right or wrong and those
made by different paths.
Plenary
Assembly with all the students. As everyone works on the given problem,
They are anxious about their results, therefore, they participate.
Analysis of the results
At this stage, the points of difficulty (secondary problems) are worked on.
the aspect of exploration is highly regarded in this analysis.
Consent
Consensus on the desired outcome.
Formalization
A synthesis is made of what was aimed to be 'learned' from the problem.
The proper definitions are provided, the properties are identified, made the
demonstrations.

4. Target audience and objectives:

This mini-course is intended for teachers of Elementary and High School and has
by objectives:
Training participants to acquire theoretical-methodological reference on the
teaching-learning-assessment methodology of Mathematics through
problem solving in order to contribute to the teaching-learning process
of Mathematics. Provide conditions for them to reflect and improve their practice
professional.
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Experiencing Problem Solving as a methodology in the teaching process

Mathematics learning through group dynamics.
Highlight the importance of investigative work in mathematics classes
through problem-solving that contributes to the formation of the teacher and
promotes learning with understanding for students.
Address various mathematical concepts of Arithmetic, Algebra, and of the
Geometry in Elementary and High School during problem solving.
5. Bibliographic References

BRAZIL, Ministry of Education and the Secretariat of Secondary and Technological Education.

National Curricular Parameters for High School (Mathematics). Brasília:

MEC/SEMT, 1999.

BRAZIL, Ministry of Education and the Secretary of Fundamental Education.

National Curriculum Parameters (Mathematics). 3aed. Brasília: The Secretariat, 2001.

DANTE, L.R. Didactics of Mathematical Problem Solving. 2nd ed. São Paulo:
Attica, 1991.

GAZIRE, E.S. Problem Solving: Perspectives in Mathematics Education.

Thesis (Master's in Mathematics Education), Rio Claro: UNESP, 1988.

KILPATRICK, J. and SILVER, E.A., Unfinished Business: Challenges for Mathematics

Educators in the Next Decade In: BURKE, M.J. and CURCIO, F. (Eds.) Learning
Mathematics for a New Century, National Council of Teachers of Mathematics, Reston
Virginia, 2000. p. 223-235.

MENDONÇA, M.C.D. Problematization: a path to be taken in Education

Mathematics Thesis (Doctorate in Education). Campinas: UNICAMP, 1993.

NATIONAL Council of Teachers of Mathematics. An Agenda for Action:

Recommendations for School Mathematics of the 1980’s. Reston, VA-USA, 1980.
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ONUCHIC, L.R. A class aimed at teaching-learning mathematics through

Problem Solving, 1f. Lecture notes. Mimeographed, 1998.

ONUCHIC, L.R. and ALLEVATON, S.G., Teaching-learning of Mathematics through

of problem resolution. In: Bicudo, M.A.V. (Org.) Research in Education
Mathematics: conceptions and perspectives (Seminars and Debates). São Paulo: UNESP,
1999.

ONUCHIC L. R. New Reflections on the teaching-learning of mathematics through

on problem solving. In: BICUDO, M. A and BORBA, M. (orgs) Education
Mathematics - Research in Motion, São Paulo, Cortez Publishing, 2004.

POLYA, G. The Art of Problem Solving: A Mathematical Method Approach. Translation

The adaptation: Heitor Lisboa de Araújo. Rio de Janeiro: Interciência, 1994.

RODRIGUES, V. Problem Solving as a strategy to encourage and

develop the creativity of students in mathematical educational practice. Dissertation
(Master's in Mathematics Education) Rio Claro: UNESP, 1992.

SCHROEDER, T.L., LESTER Jr., F.K. Developing Understanding in Mathematics via

Problem Solving, TRAFTON, P.R., SHULTE, A.P. (Ed.) New Directions for Elementary
School Mathematics. National Council of Teachers of Mathematics, 1989. (Year Book).

STANIC, G. M. A.; KILPATRICK, J. Historical Perspectives on Problem Solving in the

Mathematics Curriculum. In: Charles, R. I.; Silver, E. A. (Eds.) The Teaching and
Assessing of Mathematical Problem Solving. Reston: NCTM, p. 1-22, 1990.

VILA, A. and CALLEJO, M. L. Modification of beliefs: intervention proposal

educational. In: VILA, A. and CALLEJO Mathematics to learn to think: The role of
beliefs in problem solving. Translation Ernani Rosa. ARTMED Publisher S.A., S.
P., 2006. p.127-182.

VAN DE WALLE, J. A. Elementary and Middle School Mathematics. New York:

Logman, 2001.
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