The Problem-Solving Methodology in Distance Mathematical Education: Strategies for Critical Education in Times of Pandemic

Abstract

The pandemic caused by COVID 19 has challenged us to insert ourselves in non-classroom educational practices, without neglecting actions that can collaborate for the development of critical thinking. In this sense, the objective of this text is to analyze how mathematics future teachers react to a pedagogical proposal based on problem solving and how they envision its use in their practices in the context of distance education. The reflections are based on Problem Solving as a teaching methodology, and on collaboration and dialogue as presuppositions for this methodology. In this research was analised the interactions among the students in the Moodle environment, where they were provoked to resolve and discuss a proposed problematization and, afterwards, to discuss the potential of the proposal. The results point to the importance of collaboration and planning of activities and to the potential of the proposal made, provided students and teachers have access to the necessary technologies.