Problem formulation in a 4th grade class

Abstract

This article will present research on the formulation of problems, using the strategy "accepting the data", within the domain Numbers and Operations, in the 4^th grade.

It is a didactic unit, which the aim is to understand "What are the benefits of problem formulation in the learning of 4^th grade students? To this objective, a mixed methodology was followed, having developed the study with 19 students’ 4^th grade, aged between 9 and 11 years old.

The didactic unit applied encompassed five formative situations, in which problem formulation tasks were promoted through the acceptance of data. The articulation of knowledge was highlighted as a level for significant learning, and the area of Portuguese was used as a challenging stimulator of mathematical communication, promoting multiple learning associated with the elaboration of meaningful statements.

After the training situations, there was a significant improvement above all in the ability to formulate written problems, to understand and interpret them, directly benefiting mathematical reasoning, mathematical communication and problem solving.