Cartographying Problem Solving – What is happening with/within/in the Mathematics Teaching practices

Abstract

Considering some theoretical-philosophical tenants that engender practices in Problem Solving, the objective of this work is to perform an analytical study about the discourses that permeate, potentiate and running practices, theories, theorizations, and other discourses about Problem Solving. In order, it was proceeded to analyze the discourse guided by archeogenealogy in Michel Foucault, as a toolbox, to figure out an analysis with the corpus of this research. Problem-solving can fits into the aegis of a methodology, while in another scenario it can be conceived as something broader and more complex, designed to deal with problematic fields, elements and concepts concerning Education. This allows to infer, in some way, that in order to understand Problem Solving with its principles, bases and educational research proposals, it is extremely necessary to understand its theoretical presuppositions, since they are the ones that will give the tone of something restricted or broad, a methodology or a philosophy. However, such a conception will always be local and regional, being validated and legitimized by the community that practices and running it.

Keywords

• resolução de problemas
• pressupostos filosóficos
• prática educacional em matemática
• arqueogenealogia
• análise do discurso