Didactic strategy supported by digital tools for teaching mathematical problem solving in Elementary Education
Keywords:
problem solving, mathematics, GeoGebra, seventh grade students, didactic strategy, expert validationAbstract
Effective teaching of mathematical problem solving in seventh grade students is a critical aspect for their academic development. This exploratory study adopted a quantitative and qualitative approach to assess students' competence and teachers' needs in relation to problem solving and the use of GeoGebra in the teaching-learning process. The sample was composed of 33 seventh grade students of General Basic Education, as well as 21 mathematics teachers. Data collection methods included a student questionnaire and semi-structured interviews with teachers. The results
revealed a variability in the frequency of facing mathematical problems in the classroom, with a significant interest in the implementation of digital tools. Students expressed preferences regarding the use of GeoGebra and highlighted the importance of improving clarity in explanations and motivation for mathematical learning. Teacher interviews pointed
out specific challenges in teaching this population, as well as the perceived usefulness of GeoGebra compared to other approaches. Finally, a didactic strategy supported by GeoGebra was developed and validated through expert evaluation,
providing a valuable resource for improving the teaching of mathematical problem solving to seventh grade students.
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