Problem Posing and Solving in Mathematics learning: possibilities for Higher Education
DOI:
https://doi.org/10.35819/remat2021v7iespecialid5513Keywords:
Combinatorial analysis, Computer Science, higher education, remote teaching, computer gamesAbstract
Recent research notes the importance of students developing their role actively in the teaching and learning process. In this sense, this paper aims to analyze the contributions of problem posing and problem solving as teaching conceptions in order to provide higher education students to be active in the development of their learning in Mathematics by posing and solving problems associated with the content of combinatorial analysis. The research took place during the first semester of 2021, developed with 56 students enrolled in two undergraduate Computer Science classes at the Regional University of Blumenau, in Santa Catarina, Brazil. It is characterized as an empirical research, with data of a qualitative-quantitative nature, and with regard to the procedures adopted, it is constituted as an action research, in which data was recorded through a field diary, document registration, and audiovisual recordings. As obtained results, it was analyzed that the conceptions of Mathematics teaching adopted allowed the development of skills associated with mathematical learning, as well as other specific skills related to the students’ own professional training context. However, the research presented possibilities for teaching and learning Mathematics to be investigated in future research and teaching practices, going beyond the exclusive development of mathematical thinking associated with the content covered by allowing students to bring to the classroom their own skills and knowledge, arised from their personal experiences and contexts.
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