Banca de DEFESA: Raimunda de Oliveira

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Raimunda de Oliveira
DATE: 30/06/2025
TIME: 19:00
LOCAL: Laboratório de Ensino de Matemática / Departamento de Matemática
TITLE:

Problem posing as a strategy to develop critical and creative thinking in 7th grade algebra classes in elementary school

KEY WORDS:

Critical and creative mathematical thinking in Mathematics. Problem posing. Algebraic thinking. Teaching equations

PAGES: 190
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:

This research aimed to investigate the contributions of a didactic sequence centered on the textual genre "mathematical problem" to the development of critical and creative thinking, as well as to the understanding of concepts related to first-degree polynomial equations. The proposal is based on the understanding that the elaboration of mathematical problems can be approached as a textual activity, structured by communicative intentions, logical organization, contextual relevance, and concept development, contributing to critical and creative thinking and mathematics learning. The theoretical framework is organized into four main axes. The first, related to the elaboration and resolution of mathematical problems, is based on studies by Onuchic (2013), Kilpatrick (2014), Vieira and Allevato (2021), Cai (2023), Stoyanova and Ellerton (1996), Ozdemir (2018), Christopher (2020), and Possamai and Allevato (2022). The second axis addresses problem elaboration as a textual production practice, based on the works of Schneuwly and Dolz (2004), Spinillo and Marin (2011), and Solé (2012). The third axis focuses on the stimulation of critical and creative thinking, supported by contributions from Silver (1997), Lipman (1994), Gontijo (2007), and Fonseca and Gontijo (2020, 2021). Lastly, the fourth axis emphasizes mathematics learning and the development of algebraic thinking, drawing on Vigotski (1998, 2003, 2007, 2009), Fiorentini, Miorim, and Miguel (1993), Kaput (1999), Kieran (2007), Vergnaud (2009, 2014), and Ribeiro (2013). This is a qualitative, exploratory, and field-based study, anchored in the paradigm of pedagogical practice as a space for social transformation (Fiorentini & Lorenzato, 2012), and grounded in the principles of social research outlined by Creswell (2007). The investigation was conducted in a school setting, with the direct participation of the researcher in implementing the didactic sequence centered on the elaboration of mathematical problems. Instruments included participant observation, initial and final performance tests, semi-structured interviews, a focus group, audiovisual recordings, and reflective reports. Data analysis followed the principle of methodological triangulation (Vasconcelos, 2010), involving various sources and techniques—observation, interviews, and documents. For the interpretation of the information, content analysis was employed, based on Bardin (2010) and Franco (2003), using categories related to the textual genre "mathematical problem," critical and creative thinking, and mathematics learning. Student productions were analyzed according to two main dimensions: (1) production and context, encompassing the clarity of information, conceptual coherence, relevance, and feasibility of the proposed problems; and (2) critical and creative thinking and conceptual complexity, based on criteria such as fluency, originality, flexibility, mathematical argumentation, and generalization. The main results indicate that the experience of the didactic sequence fostered conceptual development regarding first-degree polynomial equations, promoting both quantitative gains—measured through performance tests—and qualitative improvements—observed in the students’ productions. The strengthening of algebraic thinking was evident in the development of relational reasoning, understanding of equality properties, and analysis of relationships among operations. Reading and problem-posing activities significantly stimulated critical and creative thinking skills, such as argumentation, decision-making, originality, and cognitive flexibility. Additionally, an improvement in students’ reading and writing competencies was identified, supported both by conceptual development and by the reading and writing strategies employed throughout the workshops that comprise the proposed didactic sequence.

COMMITTEE MEMBERS:
Presidente - 1714408 - CLEYTON HERCULES GONTIJO
Externa ao Programa - 2141673 - RAQUEL CARNEIRO DORR - UnBExterna ao Programa - 1782267 - REGINA DA SILVA PINA NEVES - UnBExterno à Instituição - CRISTIANO ALBERTO MUNIZ - UnB
Externo à Instituição - MATEUS GIANNI FONSECA - IFB