COSTA, Micaelly Silva.; COSTA, Micaelly Silva.
Résumé:
The present work aims to report the experience of living two classes on the Affine Function content in
a class of the 1st year of high school. These classes were applied in a state public school located in the
city of Barra de Santa Rosa - PB, in which the Japanese teaching methodology Lesson Study was used
in conjunction with Problem Solving. The Lesson Study is a professional development process for
teachers in collaborative groups that aims to problematize classroom practice. Problem Solving aims
to teach mathematics through a problem situation, where students build mathematical knowledge
during and after solving the problem. This approach was chosen in view of the improvement obtained
in teaching mathematics with the use of these methodologies, given the reality of the classroom and
traditional teaching. With this, the qualitative approach was adopted as methodology and with the
objective of analyzing the contributions of the use of the Lesson Study and Problem Solving
methodology in mathematics classes. For this analysis, the students' actions and responses regarding
the problems in the class were observed. It was possible to conclude that the use of these
methodological approaches contributed to the students' learning, since there was a greater involvement
of the class and greater ease of understanding during the discussion and formalization. This approach
also favored the teacher's practice.
