Illustrating the organization of conceptual mathematics teaching-learning via problem-solving

Abstract

This paper aims to exemplify the conceptual teaching-learning approach to Mathematics via problem-solving, based on the experience of a future teacher. This approach involves expanding the use of problems as a starting point for mathematical activities, ensuring a strong connection between students' personal concepts and the formal concepts typically presented in textbooks. The experience mentioned is a formative intervention that took place during a course in the Mathematics Teaching Degree program at the Federal University of Technology – Paraná, Cornélio Procópio. The future teacher referenced in this paper was one of the participants. By presenting and discussing each organizational action through the descriptions and propositions made by the participant, it was possible to reflect on the importance of this approach for continuous assessment of students' learning, as a means of reorganizing current and future teaching practices, and as an opportunity to highlight the connections between students' personal representations—both inside and outside the school environment—and formal mathematical content.