Problem Solving as necessary knowledge for teacher training – Mathematics for teaching
DOI:
https://doi.org/10.5944/hme.11.2020.23248Keywords:
Mathematics to teach, Mathematics for teach, Teacher training, History of mathematics educationAbstract
This paper discusses the themes «problem solving» and «Problem Solving » as topics of different natures. To do so, this research work addresses the question «Has problem solving been used as knowledge to teach «savoir à enseigner» and not as knowledge for teaching «savoir pour enseigner?». Based on methodological and theoretical references, such a question is the point when Problem Solving, in capital letters, is highlighted and claims the epistemological status of knowledge for teaching, mathematics for teaching. Moreover, it claims that such knowledge for teaching should become the central point of teacher training as regards mathematics and mathematics teaching. To support such claims, we used official Brazilian documents, such as the new Base Nacional Curricular Comum (BNCC – National Curriculum Common Base, in free translation), all of which stress the importance of using problem solving. Finally, we discuss the role played by George Polya as a teacher trainer.
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