SMOLE, K.S. e DINIZ, M. I. Ler, escrever e resolver problemas- habilidades básicas para...- Parte 1

Suggest content for the Channel: https://forms.gle/7VoQGRALChsgbgXC9 About the text: SMOLE, K. S. and DINIZ, M. I. Reading, writing and solving problems: basic skills for learning mathematics. Although now explicitly and widely discussed, the issue of training competent students is not a recent dream of schools and our society. Schools have always demanded that students be able to adequately relate various pieces of information, knowledge and skills to face and solve problem situations, without, however, working consciously and systematically to achieve this goal. Among the various competencies involved in learning mathematics, we have chosen to study communication and problem-solving. The first of these concerns the ability to use languages ​​to apprehend meanings, transform them and combine them to build new learning which, in turn, can be configured in different forms of expression and new questions about these same meanings. Problem-solving competence involves understanding a situation that requires resolution, identifying its data, mobilizing knowledge, constructing a strategy or set of procedures, organizing and persevering in the search for a solution, constantly analyzing the resolution process and the validity of the answer, and, if necessary, formulating other problem situations. With regard to these large and complex competencies, we have chosen the school skills of reading, writing, and solving problems in mathematics as those that comprise and nourish competencies in the sense of their improvement. These skills, despite being so basic for learning anything, have been treated in isolation or are given little consideration, especially with regard to learning mathematics. The use of communication resources in mathematics classes is justified for several reasons. The first and most important is that by communicating ideas and ways of acting, the student engages in a metacognitive process. That is, they need to reflect on what they have done or thought, build more elaborate thought patterns, mentally organize thoughts and actions, in order to learn again with greater quality and depth. A second reason is that we know that communication-related skills, such as reading, writing, and drawing, and mathematical skills can develop by assisting each other, one as an alternative access to the other, in complementarity, or as different routes to learning. Abolishing the practice that has contributed to the isolation of mathematics within curricular structures is the third reason for this book, as we know that knowledge is not compartmentalized into disciplines, even though they are what organize teaching and allow for more specific and in-depth views of reality. In this sense, this work analyzes how the development of problem-solving, as a skill strongly linked to mathematics learning, can complement and strengthen itself when it approaches the learning of reading and writing through communication resources. Finally, and no less importantly, we want to observe that in any curricular structure, reading, writing, and problem-solving skills are unquestionably central targets to be developed by students at school. In this book, we seek to describe the consequences of our research, which may allow for the development of such skills. By assuming that it is the responsibility of mathematics education to enable students to communicate using the specific language of mathematics in conjunction with all other forms of language, we create a planned and clearly interdisciplinary environment that facilitates this development in our students.