Problem Solving as a teaching methodology in the Emergency Remote Internship

Abstract

This study is the result of a qualitative research whose objective was to problematize different ways of solving a problem in a virtual environment, basead on the records proposed by mathematics undergraduates and elementary school students. We took as analysis focus the resolutions proposed by undergraduate students in Mathematics, in the Supervised Internship discipline, and in the 6th and 7th grade classes of a private elementary school in the State of Bahia. We proposed a problem-situation for students and, for future teachers. In that situation, we focused on using the problem solving methodology as a teaching methodology, following a specific guide. For development of this study, we used the analysis of the different ways, grouped by similarities, to solve the problem. Analyzing the resolutions of the elementary school students, we produced three categories: 1) trial and error; 2) algebra and 3) wrong resolution. In the case of future teachers, the produced categories were: 1) algebra; 2) setting values ​​and 3) arithmetic progression. We determine that each subject involved in this study realized that strategies may be different, suggesting that students are subjects of their own learning. However, that difference makes sense only if the resolutions are socialized, and therefore being able to perceive diversity in the way they communicate. Although future teachers have greater mathematical knowledge, elementary school students used Logic and communicated their strategies in their mother tongue.