Working On The Formulation Of Problems In The Initial Form/Action Of The Mathematics Teacher

Abstract

This study aims to propose the articulation between theory and practice through the problem posing in the initial training of the future Mathematics teacher. Therefore, this text presents discussions about a problem that can be of any college student, guided by the question: how does the student deal with the economic factors and time for lunch without prejudice to their routine at the university? Firstly, it was conceived during an activity of the Integrated Project of Educational Practice, linked to the discipline of Teaching Mathematics through Problems, later, it was reviewed and expanded. This growing is expanded with theoretical contributions from Mathematics Education, with authors who work with Problem Solving and Problem Posing. We used the case study as a methodology. As a result, it was pointed out the need for reflection-action-reflection in the initial form/action of the future Mathematics teacher and for the paradigms break of the college student, who is used to solving problems, often in an automated way, and not to formulate them. It is hoped that this work can contribute to the training of future Mathematics teachers, as well as teachers who teach in higher education, in curricular components that seek to link theory and everyday practice, and with teachers who teach Mathematics in the basic education.