Uma dificuldade do ensino e aprendizagem de matemática: leitura, interpretação e produção de problemas matemáticos

Abstract

This paper aims to analyze the formulation and interpretation of mathematical problems. It tried to integrate the written and the spoken languages with mathematics, leading the students to the reading of mathematical texts and to write the problems, The research is qualitative and is based in Vigotsky’s Social and Historical Theory, in the conceptions of some authors about the Methodology of Solving Problems and in the orientations of the National Curriculum Parameters. The methodology of solving problems was used with the intention of promoting to the students the abilities and strategies of learning to learn through a diversified and significant praxis. It represents a brief description of the institutions chosen to carry out the research, Fundamental State School ‘Almiro Beltrame’, describing the mathematical activities proposed in classroom: texts involving Mathematics, Mathematical conventional problems, challenges, problem formulations, poems and puzzles. The descriptions and reflections of the practice, present in the final chapter, aim to answer questions how: Is the reading, the interpretation and formulation of mathematical problems significant in learning new contents and in solving the problems? What were the biggest obstacles presented when solving the problems?