CONTEXTUALIZATION AND FORMALIZATION IN SOLVING MATHEMATICAL PROBLEMS: PATHS THROUGH THE TEACHING-LEARNING-EVALUATION METHODOLOGY

Abstract

This study sought to understand how stage 9, referring to the formalization of mathematical content in the Teaching Methodology -Learning-Assessment of Mathematics through Problem Solving, can be articulated in a meaningful way with the contextualization of problems, favoring the construction of the meanings of rational numbers for students and expanding the possibilities of integration between investigative work and conceptual systematization. This is a qualitative, bibliographic review study that investigated the paths of contextualization of mathematical activities based on several authors who discuss these topics. The study identified two paths for the contextualization of mathematical activities and possible articulations with the Teaching-Learning-Assessment Methodology. As a follow-up, we propose a scheme for the contextualization of mathematical problems developed in the classroom, based on reality, or the daily lives of students, or other areas of knowledge. This return to the initial contextualization enables the construction of new mathematical knowledge.