Problem Solving at Provinha Brazil: Implications of Educational Historical and Cultural Theory

Abstract

This study discusses the methodological perspective of problem solving facing the guidelines of the Reference Matrix Literacy Mathematics Home, Provinha Brazil, and their implications for teaching practice. Leaving ample literature, it proceeds to the documentary analysis of the latest attempts to curricular reorganization in the Brazilian context, with emphasis on categories established based on the themes traditionally broadcast in the classroom. The analysis is based on categories established from the great themes of mathematical science conveyed in the initial mathematical literacy and its implications for social, political and economic. Also it addresses aspects that stand out in discussions with teachers in initial or continuing education process. Results indicate distance between the ideas discussed in Provinha Brazil and the need to establish a satisfactory relationship which allows the meanings spectrum negotiations aimed at reworking of arithmetic procedures to make them more general, less dependent on contextual variables and less subject to errors of various kinds.