A vivência da matemática no contexto escolar e social de alunos do ensino fundamental

Abstract

Mathematics is of paramount importance in the formation of critical citizens and is present in everyone's lives, in our daily lives. In view of this reality, the study was elaborated based on the following problem: How to use problem solving in the teaching of Mathematics in order to streamline classes and engage students contributing to learning in a meaningful way? In this sense, this work aims to present the experience of mathematics in the school and social context of elementary school students through problem solving. Its specific objectives are: To analyze the historical context of problem solving in the teaching of Mathematics; Analyze problem solving as a didactic strategy; correlate problem solving and the National Common Curriculum Base (BNCC). In this research, the qualitative approach through bibliographic research. For this, books, scientific articles and other relevant materials in the area of education were consulted, having as criteria the use of terms such as mathematics teaching, problem solving, mathematics education and meaningful learning in the following databases: Google Scholar, Portal of Capes journals in the period from 2014 to 2024, except for Polya's work that had its first publication in 1945, where it was necessary to cite her because her work has total relevance in the theme. Through the study it was found that mathematical concepts and skills are learned in the context of problem solving and promotes the development of mathematical thinking in the social and school context.