Some reflections on the resolution methods used in activities proposed in mathematics classes in basic education

Abstract

Some research in mathematics teaching shows that students learn in different ways and that teachers should diversify their teaching strategies to enhance their learning. The argument used in this research is that human beings learn in different ways, and that it makes no sense, in mathematics classes, to prioritize only one type of method—in the case of basic education, the algebraic method—under the justification that algebraic language enhances problem-solving power in various areas of knowledge. This research approach is qualitative in nature and uses bibliographic research procedures, as it draws on published materials on the subject. Its objective is to discuss some activities proposed in mathematics teaching materials and their respective solutions, with the aim of enhancing the teaching and learning of mathematics in basic education. In this article, we present part of an ongoing research project that conducts a historical and didactic study of problem-solving methods and activities in mathematics classes, with the aim of promoting the teaching and learning of the subject in basic education. Based on the discussions presented, we can affirm that the most used method was the algebraic one, without prior exploration of other methods, which ends up favoring only one approach — which is not always the most appropriate for student learning, as indicated by some research related to the topic