O ensino de conhecimentos matemáticos através da resolução de problemas numa perspectiva interdisciplinar no projeto do observatório da Educação/CAPES/UEA

Abstract

This article sets up the presentation of partial results on investigative research conducted in a class of ninth grade of elementary school in a public school in the city of Manaus/AM in the Project of the Observatory of Education/CAPES/UEA. The research focused on understanding how learning mathematical knowledge takes place, having as reference problem solving as a teaching strategy in an interdisciplinary perspective, developed in an Interdisciplinary Learning Classroom. To support our study, we anchored it in Fazenda (2006), Japiassu (1976), Lück (2002) Tomaz and David (2008), among others. The methodological approach used is qualitative research in the form of action research using participant observation, educational intervention and the production of documents by the students. The results indicate that, in a learning process centered in interdisciplinary practice environment, the classroom changes, students feel more interested in participating in the proposed activities, ask and argue more, learn better mathematical skills, because they can see it the meaning. Key words: Interdisciplinarity. Problem Solving. Interdisciplinary Learning Classroom.