Paulo Henrique Rodrigues, Allan Gomes Marcomini , Felipe Rodrigues da Silva

O ensino através da resolução de problemas como contexto formativo para futuros professores de Matemática: narrativas de vulnerabilidade

Introduction

O ensino através da resolução de problemas como contexto formativo para futuros professores de matemática: narrativas de vulnerabilidade . Analisa narrativas de vulnerabilidade de futuros professores de Matemática no ensino por resolução de problemas, destacando autoestima, felicidade e reflexão.

Abstract

O objetivo desse artigo é discutir narrativas de vulnerabilidade de futuros professores de Matemática produzidas em contexto formativo caracterizado por uma prática fundamentada no Ensino através da Resolução de Problemas. Para isso, foram analisadas as narrativas de vulnerabilidade produzidas por futuros professores de Matemática, do 3º ano do curso de Licenciatura em Matemática de uma universidade pública do Paraná, após participarem de uma prática em sala de aula caracterizada pelo Ensino através da Resolução de Problemas. Como resultados identificamos potencialidades para os futuros professores, com relação ao contexto formativo com essas características, associadas à autoestima, felicidade, tranquilidade e reflexão.

Review

This paper presents a timely and highly relevant investigation into the formative experiences of future mathematics teachers. By exploring "narratives of vulnerability" within a pedagogical context rooted in "teaching through problem-solving," the authors delve into an often-overlooked yet critical dimension of teacher education. The clear objective to discuss these narratives, produced by 3rd-year undergraduate Math education students at a public university, provides a focused scope, promising a detailed analysis of how specific instructional approaches can impact the emotional and professional development of pre-service educators. A significant strength of this study lies in its innovative focus on vulnerability narratives. While the benefits of problem-solving in mathematics education are well-established, linking this practice directly to the emotional and reflective states of future teachers offers a nuanced and profound contribution. The identified potentialities – enhanced self-esteem, happiness, tranquility, and reflection – are crucial indicators of a positive and holistic learning environment. These outcomes suggest that the "Ensino através da Resolução de Problemas" approach, as implemented, fosters not just cognitive growth but also a supportive emotional landscape essential for developing resilient and reflective practitioners. While the abstract is highly promising, a comprehensive review would benefit from further elucidation of the methodological nuances within the full paper. Specifically, greater detail on how "narratives of vulnerability" were elicited, analyzed, and interpreted would strengthen the findings. Understanding the specific characteristics of the problem-solving practice and its theoretical underpinnings would also provide crucial context for the identified positive outcomes. Nevertheless, this work appears to make a valuable contribution to the literature on teacher education, highlighting the profound emotional and professional development potential inherent in thoughtfully designed pedagogical contexts for future mathematics teachers.

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