ANALYSIS OF EXECUTIVE FUNCTIONS MOBILIZED IN PROBLEM POSING AND PROBLEM SOLVING

Authors

DOI:

https://doi.org/10.37781/vidya.v45i2.5468

Keywords:

Mathematics Education; Problem Solving and Posing; Executive Functions; Multivariable Differential and Integral Calculus; Problem Solving and Problem Posing; Materials Engineering

Abstract

This paper aims to highlight which executive functions were mobilized in the proposition and resolution of problems by higher education students. Considering the procedures involved in Problem Posing and Problem Solving as discussed in the literature, as well as the cognitive processes underlying Executive Functions, we focused on the problem posing and solving by a group of students from a Materials Engineering course in a Multivariable Calculus class at a public university in Paraná, Brazil. Audio recordings of students solving and proposing problems, along with written and photographic records, composed the data analyzed. The qualitative and interpretative analysis, grounded in the theoretical framework on Executive Functions, revealed the integrated mobilization of working memory, inhibitory control, and cognitive flexibility, with particular emphasis on the first two, especially during problem posing and through instructional interventions. The results highlight the potential of problem solving and problem posing to foster the development of higher-order cognitive skills in higher education.

Author Biographies

Jader Otavio Dalto, Universidade Tecnológica Federal do Paraná - UTFPR

Associate Professor III at the Federal University of Technology – Paraná, Cornélio Procópio Campus. He holds a Bachelor's degree in Psychology from the Pontifical Catholic University of Paraná and a Bachelor's degree in Mathematics - Licentiate from the State University of Londrina. He is a Specialist in Neuropsychology from the Albert Einstein Israeli Institute of Education and Research and the Federal Council of Psychology. He holds a Master's and a Ph.D. in Science Education and Mathematics Education from the State University of Londrina. He is also a Ph.D. candidate in Psychology with an emphasis on Cognitive, Systemic, and Neuroscience Psychology from the University of Flores (Buenos Aires/Argentina). He works in the Academic Department of Mathematics, where he develops teaching, research, and outreach activities for the Undergraduate Mathematics Teacher Education Program and the Postgraduate Program in Mathematics Education. His research interests include the analysis of students' written production in discursive mathematics problems and teacher training; Mathematical Modeling; Assessment in Mathematics Education; and Neuropsychology and Mathematics Learning.

Karina Alessandra Pessoa da Silva, Universidade Tecnológica Federal do Paraná - UTFPR

Here's the translation of the provided text into English:

Professor of Higher Education, Associate Class, Level 3, at the Federal University of Technology – Paraná, Londrina Campus, working in Engineering courses and the Professional Master's Program in Mathematics Education (PPGMAT). She holds a Bachelor's degree in Mathematics (Licentiate) from the State University of Londrina (2000). She specialized in Mathematics Education at UEL (2007). She earned her Master's degree in Science Education and Mathematics Education from UEL (2008) and her Ph.D. in Science Education and Mathematics Education from the State University of Londrina (2013). She has experience in the field of Mathematics Education, with an emphasis on the Teaching and Learning of Mathematics, focusing primarily on the following themes: Mathematical Modeling, Teacher Training in Mathematical Modeling, STEAM Education, Peircean Semiotics, Semiotic Representation Registers, and Textbooks. She was part of GRUPEMMAT - the Research Group on Mathematical Modeling and Mathematics Education at UEL from 2005 to 2021. Since 2015, she has been one of the coordinators of the Study and Research Group on Modeling, Investigation, and Technology (GEPMIT) at UTFPR. She worked for 10 years in the preparation and development of Mathematics and Natural Sciences textbooks for Elementary Education. She was a member of the regional board of the Brazilian Society of Mathematics Education (Paraná) (2013-2019) and coordinator of GT 10 - Mathematical Modeling - of SBEM (2019-2021). Currently, she is the Deputy Coordinator of PPGMAT.

Adriana Helena Borssoi, Universidade Tecnológica Federal do Paraná - UTFPR

A pesquisadora é licenciada em Matemática pela Universidade Estadual do Oeste do Paraná (UNIOESTE) e tem mestrado e doutorado em Ensino de Ciências e Educação Matemática pela Universidade Estadual de Londrina (UEL). É docente da Universidade Tecnológica Federal do Paraná (UTFPR) desde 2006 e atualmente atua como coordenadora do Programa de Pós-Graduação em Ensino de Matemática (PPGMAT) campi Cornélio Procópio e Londrina. Participa do Grupo de Estudo e Pesquisa em Ensino e Aprendizagem de Matemática (GEPEAM), nas linhas de pesquisa: Modelagem Matemática e Investigação Matemática e Recursos Educacionais e Tecnologias no Ensino de Matemática. É membro da Sociedade Brasileira de Educação Matemática e participa, desde 2003, do GT10 da SBEM: Modelagem Matemática, sendo coordenadora adjunta no período de 2021 à 2024.

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Published

2025-12-23

How to Cite

Dalto, J. O., Silva, K. A. P. da, & Borssoi, A. H. (2025). ANALYSIS OF EXECUTIVE FUNCTIONS MOBILIZED IN PROBLEM POSING AND PROBLEM SOLVING. VIDYA, 45(2), 413–432. https://doi.org/10.37781/vidya.v45i2.5468

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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