Problem solving in the context of curricular supervised training: difficulties and limits of undergraduates in mathematics

摘要

The aim was to investigate the difficulties and limits of four future mathematics teachers to conduct classes in regencies approach of problem solving. Based on participation in a course this approach, undergraduates elaborated three didactic sequences, which were taught by the activity of conducting classroom discipline Supervised Curricular Training. After this work, participated in an individual interview to report what had developed in classroom. The results showed difficulties in the following aspects: in the elaboration of didactic sequences; in providing an environment for discussion of resolution strategies students. Furthermore, the data analysis showed limits related: the lack of space at the school teacher to allow implementation of lessons developed; lack of basic mathematical knowledge of the students.