Estratégias criativas na produção de situações-problema no discurso matemático escolar

Abstract

This research sought to answer the following question: What creative strategies are mobilized by elementary school students in routine situations of elaboration of problem situations of the school mathematical discourse? Its general objective is to understand the strategies and what they reveal about the creative potential of students in activities concerning formulating and solving math problem situations. This research is anchored in Sfard's theory (2008), from which the main routines (Exploration, Acts, and Rituals) of school mathematical discourse are discussed, as well as creativity evidence with a view based on Csikszentmihalyi's perspective of system (1998), for whom creative action does not occur isolatedly, but as a correlation of three systems: individual, domain and field, and how students manifest elements of creativity in their productions concerning Flexibility and Originality defined by Gontijo (2007). This research has a qualitative approach based on the case study developed with public school students in the final years of Elementary School in the city of Canaã dos Carajás/PA. For data production, activities that required students to formulate mathematical problem situations were held. The results point to the occurrence of students' creative manifestation in activities of Problem Situation Formulation, regardless of the type of routine employed, although difficulties are identified in the organization of information in the construction of an idea. This results in the understanding of the incipience of this type of routine in mathematics classes, which may also be the result of little research and experiences focused on the formulation of problem situations.