SHARING IDEAS TO LEARN MATHEMATICS: THE ROLE OF DIALOGUE IN PROBLEM-SOLVING LESSONS

Abstract

This article aims to discuss how dialogues emerging from lessons that used Problem Solving as a teaching approach can contribute to the promotion of mathematical learning. Grounded in theoretical frameworks that value mathematical communication and adopt Problem Solving as a teaching methodology, the study follows a qualitative approach, focusing on the analysis of two teaching experiments conducted with final-year elementary school classes. The data, consisting of dialogues between students and the teacher, were recorded, transcribed, and analyzed from a descriptive-interpretative perspective. The results suggest that the dialogues in Problem-Solving-based lessons foster reflection, hypothesis reformulation, and the construction of mathematical meanings. Furthermore, they support the development of skills such as argumentation, creativity, and collaboration, thereby playing a significant role in students’ learning processes.