PROBLEM POSING: POSSIBILITIES PRESENTED IN THE TEXTBOOK

Authors

DOI:

https://doi.org/10.37781/vidya.v45i2.5445

Keywords:

Problem posing; Textbook; Mathematics teaching; Student authorship

Abstract

Problem posing is an essential practice in the teaching-learning process that is still rarely present in teaching materials. In this study, we analyzed the teacher’s manual “A Conquista Matemática” and the “Livro de Práticas e Acompanhamento da Aprendizagem”, used in the 5th grade, in search of questions that use problem posing in the teaching of Mathematics. To select the questions, we analyzed the presence of direct commands such as “create”, “elaborate” or “write” present in the statements and questions that presented the potential for proposing problems. We identified 34 questions with direct commands and 9 with the potential for proposing problems. The analysis of the material showed that even though the questions are mostly focused on problem solving, they present a significant set of questions addressing problem posing. In this context, the teacher assumes a decisive role when choosing to use them, making the student the protagonist in the teaching-learning process itself.

Author Biographies

Maria Débora de Lima Souza, Universidade Estadual da Paraíba - UEPB

PhD candidate in Education through the Northeast Education Network (RENOEN). Holds a Master's degree in Science Teaching and Mathematics Education from the State University of Paraíba (PPGECEM-UEPB). Graduated with a degree in Pedagogy from the Federal Rural University of Pernambuco – Academic Unit of Garanhuns (UFRPE-UAG), with experience in the field of Education, focusing on Teaching and Learning. Participated in the Pedagogical Residency Program, where she developed activities related to Mathematics, completing a workload of 440 hours as required by CAPES. Took part in the VII Pernambuco Meeting on Mathematics Education (EPEM) as an event monitor and served as a teaching assistant in the academic discipline "Assessment of Learning." Conducted research in Mathematics Education based on problem situations for her undergraduate thesis. Member of the Study Group on Mathematics Education and Science Teaching (GEEMEC) at the Federal University of Agreste of Pernambuco (UFAPE), coordinated by Professor Luciano Cavalcanti do Nascimento and co-coordinated by Professor Glória Cavalcanti.

Clara Mariana Barros Calado, Instituto Federal de Educação, Ciência e Tecnologia da Paraíba - IFPB

Currently a substitute professor at the Federal Institute of Paraíba (IFPB), she holds a degree in Industrial Chemistry from the State University of Paraíba (UEPB), where she participated for two years as a scientific initiation student and for one year as an extension student, mainly in the area of food science. She holds a master's and a doctorate from the Federal University of Santa Catarina (UFSC), where she conducted research in the areas of ceramic materials, graphene oxide, and enzymatic immobilization, performing syntheses, thermogravimetric analyses, strength tests, spectrophotometric (Raman and UV-vis), microscopic (SEM and TEM), and microbiological analyses. She has a postgraduate specialization in teaching for professional and technological education from the Federal Institute of Espírito Santo (IFES) and is currently completing her teacher training program for a Chemistry teaching license. She has 4 articles published in international journals and 3 in national journals, 1 book chapter in a national publication, and 8 other publications, including full papers, abstracts, and expanded abstracts.

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Published

2025-12-23

How to Cite

Souza, M. D. de L., & Calado, C. M. B. (2025). PROBLEM POSING: POSSIBILITIES PRESENTED IN THE TEXTBOOK. VIDYA, 45(2), 63–78. https://doi.org/10.37781/vidya.v45i2.5445

Issue

Vol. 45 No. 2 (2025): Edição Especial - Proposição e Resolução de Problemas

Section

Edição Especial

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Copyright (c) 2025 VIDYA

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