Problem solving as a didactic path: a praxeological and semiotic analysis in speed teaching

Abstract

This study stems from the activities of the project "Educational Practices in Mathematics Education: Experiences from the Supervised Internship and the Institutional Programs PIBID and RP", authorized by the Ethics and Research Committee CEP/IFBA, under the CAAE 66933223.7.0000.5031, in which I participated as a resident in 2023. The main objective was to analyze how Polya’s Method can contribute to the teaching of Proportional Quantities, particularly Average Speed. The research was descriptive and qualitative, grounded in the Anthropological Theory of Didactics (ATD) and the Theory of Semiotic Representation Registers (TRSR). The study included both field and bibliographic research, with data collection through problems proposed in a didactic sequence and an open questionnaire. The sample was composed of 9th-grade students from the Eunice Reis Municipal School in Eunápolis, Bahia. The results indicated that the use of digital technologies, such as Google Maps, combined with Polya’s Method, enhanced student participation and motivation, making the classes more dynamic and interactive. This contrasted with traditional methodologies, which, despite being efficient in theoretical communication, often lack practical application. Beyond the academic results obtained, this research provided a deep understanding of the teacher’s role as a knowledge mediator, highlighting the importance of continuously seeking methods that make a meaningful difference in the teaching and learning process.