A criatividade na formulação de problemas de alunos do ensino fundamental I e II: um olhar metodológico em sala de aula

Abstract

This dissertation turned to investigate how students formulate problems when they are presented a situation for which they have to create a proposition of formulation of a problem, more specifically, it was dedicated to answer the question: What aspects of creativity emerge when students of a quarter and a seventh year of elementary school elaborate their problems of Mathematics? For that, activities were applied with students of a fourth year of Elementary School I and with students of a seventh year of Elementary School II. The two classes for which the problem formulation activities were applied belong to the municipal and state network, respectively, of the city of Londrina, city in which the researcher acts as teacher and pedagogue. For the analysis, we rely on Gontijo (2006) regarding creative ability, abundance of ideas and unusual responses, more specifically about the aspects of creativity called fluency, flexibility and originality. The results obtained with this research indicate that the students' productions, especially in the seventh year, consider the mathematical contents studied at the moment of data collection, which shows little freedom to think about different contexts and procedures; that the statements that consider the experiences / experiences of the students indicate aspects of creativity and are more frequent in the productions of the students of the fourth year; that the elaboration of problems has the potential to develop aspects of creativity, mainly due to the fact that there are no rigid requests, or even procedures determined a priori; and that creativity manifests itself both in the moments of formulation and in the moments of solving a problem, not needing to happen in one to manifest also in the other.