Resolução de problemas na formação continuada e em aulas de matemática nos anos iniciais: saberes e aprendizagens docentes - Problems resolution in the continuing education and math classes in the early years: knowledge and learning teachers

In this work, we present the results of a descriptive and interpretative research that analyzed knowledge and learning present in the process of continuous formation of a group of 16 teachers in the early years, participants of an extension activity during the first half of 2011 that studied and used the methodology of problem solving in mathematics classes. The activities developed and created in the continuing education contributed to the participating teachers touse, more properly, in their classes the methodology of solving problems in the perspective pointed by Van de Walle , Onuchic, Vila and Callejo. In this context, the continuing education was important because it valued the knowledge and the teaching learning and enabled teachers to take ownership of the theoretical and practical knowledge for the development of this methodology. This knowledge contributed to the participating teachers to implement most significant practices in their classes. [PUBLICATION ABSTRACT]