Exploring areas in Higher Education: An educational practice of Problem Solving

Abstract

This article aims to analyze implications of the Methodology Teaching-Learning-Evaluation of Mathematics through Problem Solving for the focus, in Numerical Calculus classes, on generalizing the formula for the area of trapezoids based on students' prior knowledge. For this purpose, the teaching approach through problem-solving and the methodology indicated in this research are initially discussed, characterized, in terms of nature, as applied; regarding the problem-solving approach, as qualitative; and concerning the procedures, as action research. Also presented are the context and organization of the educational practice, as well as the account and analysis of the developed problem. The application took place through remote classes, via video conferencing, allowing data collection involving video recordings. Academic records and the researcher's field diary were used to consolidate the research. The results indicate that the methodology enabled the development of students' autonomy, reasoning, and argumentation during the conducted educational practice.