Proposição de Problemas como propulsora de uma Educação Matemática CríticaA Proposição de Problemas como propulsora de uma Educação Matemática Crítica

Authors

DOI:

https://doi.org/10.30612/tangram.v8i1.19436

Keywords:

Dimensão Social, Ensino de Matemática, Exploração de Problemas

Abstract

This article discusses the potential of Problem Posing as a way to promote Critical Mathematical Education. To this end, the results of the first author's doctoral thesis will be presented, showing how activities using Problem Posing has enabled reflections on socio-political-cultural issues. The research, conducted with 24 undergraduate students in Mathematics at a public university in Paraíba, highlights how activities based on the Problem Exploration-Posing-Solving teaching approach can encourage students to reflect critically on socio-political-cultural issues, using mathematics beyond a technical discipline. Critical Mathematical Education involves the education of citizens capable of questioning and transforming reality through mathematical reflection, a practice that goes beyond conventional teaching. In this context, Problem Posing offers students the opportunity to become co-constructors of knowledge, developing mathematical skills while discussing relevant social issues. The results this research indicate that activities using Problem Posing have effectively contributed to a more comprehensive Mathematics teaching-learning, which promote the development of critical-reflective thinking and enable the strengthening of students' relationship with mathematics, allowing them to perceive their role in articulating social issues. It is concluded that Problem Posing, from the perspective of Critical Mathematics Education, enhances mathematics teaching aimed at the formation of critical citizens, capable of understanding and intervening in relevant social issues through mathematics and beyond.

Downloads

Download data is not yet available.

Author Biographies

FABIOLA DA CRUZ MARTINS, UEPB

Universidade Estadual da Paraíba (UEPB)

Silvanio de Andrade, Universidade Estadual da Paraíba

Professor Doutor em Educação (Ensino de Ciências e Matemática) na Universidade Estadual da Paraíba

References

Bianchini, E. (2018). Matemática: Bianchini. Manual do professor. 9º ed. – São Paulo: Moderna, 2018.

Brown, S. I. & Walter, M. I. (1983). The art of problem posing. Hillsdale, NJ: Erlbaum.

Cai, J., Hwang, S. & Melville, M. (2023). Mathematical Problem-Posing Research: Thirty Years of Advances Building on the Publication of “On Mathematical Problem Posing”. In: J. Cai, G. J. Stylianides, P. A. Kenney. Research Studies on Learning and Teaching of Mathematics, Research in Mathematics Education. Springer, p. 01-25.

Crespo, S. (2015). A Collection of Problem-Posing Experiences for Prospective Mathematics Teachers that Make a Difference. In: F. M.

Singer, N. F. Ellerton, & J. Cai. Mathematical Problem Posing: from Research to Effective Practice. New York: Springer, p. 493-511.

Ellerton, N. F. (2015). Problem Posing as an Integral Component of the Mathematics Curriculum: A Study with Prospective and Practicing Middle-School Teachers. In: F. M. Singer, N. F. Ellerton, & J. Cai. Mathematical Problem Posing: from Research to effective practice. New York: Springer, p. 513-546.

Freire, P. & Faundez, A. (2011). Por uma pedagogia da pergunta. 7. Ed. Rio de Janeiro: Paz e Terra.

Gutstein, E. (2006). Reading and Writing the world with mathematics: toward a pedagogy for social justice. New York, NY: Routledge.

Kilpatrick, J. (2017). Reformulando: abordando a resolução de problemas matemáticos como investigação. In: L. R. Onuchic, L. C. Leal Junior, M. Pironel. (Org.). Perspectivas para resolução de problemas. (163-188) São Paulo, SP: Editora Livraria da Física.

Kilpatrick, J. (1987). Problem formulating: Where do good problems come from? In: A. Schoenfeld. Cognitive Science and mathematics education. Hillsdale, NJ, Erlbaum, p. 123-147.

Lankshear, C. & Knobel, M. (2008). Pesquisa pedagógica: do projeto à implementação. Porto Alegre, RS: Artmed.

Malaspina, U., Torres, C. & Rubio, N. (2019). How to Stimulate In-Service Teachers’ Didactic Analysis Competence by Means of Problem Posing. In: P. Liljedahl & M. Santos-Trigo (Org.). Mathematical Problem Solving: Current Themes, Trends, and Research. (133-154). Gewerbestrasse, Cham, Switzerland: Springer Nature Switzerland AG.

NCTM. (1991). National Council of Teachers of Mathematics. Professionais standards for teaching mathematics. Reston.

Silveira, A. A. & Andrade, S. (2020). Ensino-Aprendizagem de Análise Combinatória via Exploração, Resolução e Proposição de Problemas no Ensino Médio. Revista de Educação Matemática, v. 17, p. 1-21.

Silveira, A. A., Nascimento, M. A. & Andrade, S. (2023). Análise Combinatória via Exploração-Proposição-Resolução de Problemas e Justiça Social. In: M. L. Panossian, R. B. Amaral & L. C. Sá. Perspectivas plurais em educação matemática nos anos finais do Ensino Fundamental e no Ensino Médio. 1ed.Vitória - ES: Edifes, v. 1, 131-153.

Silver, E. A. (1994). On Mathematical Problem Posing. For the Learning of Mathematics, 14 (1), 19-28.

Singer, F. M., Ellerton, N. F. & Cai, J. (2013). Problem-posing research in mathematics education: new questions and directions. Educational Studies in Mathematics An International Journal, 82 (3), 1-7.

Skovsmose, O. (2000). Cenários para investigação. Bolema, 13 (14), 66-91.

Skovsmose, O. (2014). Um convite à educação matemática crítica. Campinas, SP: Papirus.

Yiin, R. K. (2016). Pesquisa qualitativa do início ao fim. Porto Alegre: Penso.

Downloads

Published

2025-09-15

How to Cite

MARTINS, F. D. C., & Andrade, S. de. (2025). Proposição de Problemas como propulsora de uma Educação Matemática CríticaA Proposição de Problemas como propulsora de uma Educação Matemática Crítica. TANGRAM - Revista De Educação Matemática, 8(1), e025028. https://doi.org/10.30612/tangram.v8i1.19436

Issue

Vol. 8 (2025)

Section

EDIÇÃO TEMÁTICA: EDUCAÇÃO MATEMÁTICA CRÍTICA

License

Copyright (c) 2025 TANGRAM - Revista de Educação Matemática

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Authors must accept the publication rules when submitting the journal, as well as agree to the following terms:

(a) The Editorial Board reserves the right to make changes to the Portuguese language in the originals to maintain the cultured standard of the language, while respecting the style of the authors.

(b) Authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Attribution-NonCommercial-ShareAlike 3.0 Brazil (CC BY-NC-SA 3.0 BR) that allows: Share - copy and redistribute the material in any medium or format and Adapt - remix, transform, and create from the material. CC BY-NC-SA 3.0 BR considers the following terms:

  1. Attribution - You must give the appropriate credit, provide a link to the license and indicate whether changes have been made. You must do so under any reasonable circumstances, but in no way that would suggest that the licensor supports you or your use.
  2. NonCommercial - You may not use the material for commercial purposes.
  3. Sharing - If you remix, transform, or create from material, you must distribute your contributions under the same license as the original.
  4. No additional restrictions - You may not apply legal terms or technological measures that legally restrict others from doing anything that the license permits.

(c) After publication, authors are allowed and encouraged to publish and distribute their work online - in institutional repositories, personal page, social network or other scientific dissemination sites, as long as the publication is not for commercial purposes.