Teaching / learning model based on problem situations: theoretical and methodological aspects

Abstract

This text, of theoretical and methodological nature, aims to discuss, according to the Theory of Didactic Situations, the processes of construction /choice, analysis and experimentation of problem situations, which aims to contribute to the appropriation of mathematical knowledge/s by the student and the improvement of teaching practice. We focus our study, among other aspects, on the variable concept, specifically the didactic variable and its importance in these processes. We present some thoughts on how to build /choose, analyze and experiment with problem situations that, in principle, would allow the student to establish a meaningful relationship with the targeted knowledge, and we have defined some steps that guide the processes of construction/choice, analysis and experimentation of such situation. Then, we present an example of a problem-situation and an a priori analysis of the situation. We end our text by pointing out the advantages and disadvantages of an educational model based on problem situations.