Acceso usuarios
Alexandra Gomes, Floriano Viseu
The relevance of problem solving in mathematics curricula has led us to investigate the strategies used by prospective teachers in solving two Geometry problems: one of counting and one of shorter path. In the counting problem, prospective teachers use schemas to represent the situation and tables to organize and look for regularities in the data. Not all of them tries to generalize. As for the shortest path problem, prospective teachers use schemes to illustrate the situation, which become insufficient to understand and find the solution to the problem. In response to this problem prospective teachers use natural language without any mathematical support. The difficulty that emerges in their resolutions is due to the lack of mobilization of geometric knowledge that help solve the problem.
A relevância que a resolução de problemas tem nos currículos de matemática levou-nos a averiguar as estratégias utilizadas por futuros professores na resolução de dois problemas de Geometria: um de contagem e outro de caminho mais curto. . A dificuldade que emerge nas suas resoluções indicia dever-se à ausência de mobilização de conhecimentos geométricos que ajudem a resolver o problema.
