THE INTERRELATIONSHIP BETWEEN DIDACTIC-MATHEMATICAL KNOWLEDGE AND TEACHING-LEARNING-ASSESSMENT OF MATHEMATICS THROUGH PROBLEM SOLVING

Abstract

The National Common Curricular Base (BNCC) proposes the insertion of Problem Solving (RP) as a learning strategy in Brazilian curricula. In this study, this approach was treated as a methodology of teaching-learning-assessment of Mathematics and analyzed in the context of initial training of mathematics teachers in a federal institution of Minas Gerais. Two undergraduate students in the eighth period of the Mathematic Degree course participated in the research. The theoretical foundation adopted articulates the Problem Solving (RP) and the Didactic-Mathematical Knowledge (CDM). The students reflected upon the insertion of RP in teaching practice, considering it a possibility of pedagogical work organization. The results indicate that the initial training curriculum needs to include knowledge for teaching, among which Teaching-Learning-Assessment Methodology for Mathematics through Problem Solving (MEAAMaRP) is included.