A interdisciplinaridade entre a matemática e a língua portuguesa: uma análise a partir da resolução de problemas matemáticos

Abstract

This research is situated in the field of Mathematics Education and is justified by the importance of reflecting on the theoretical and methodological aspects related to mathematical problem solving through the interdisciplinary integration of Mathematics and Portuguese Language, as well as the contributions of pedagogical materials in the school environment. The study analyzes whether an interdisciplinary process between Portuguese Language and Mathematics occurs in the context of mathematical problem solving supported by pedagogical resources and teacher mediation. The research adopts a qualitative approach, as it seeks to understand educational practices. The chosen method of investigation was the case study, which involved a detailed observation of mathematical learning situations experienced by a 3rd-grade class in elementary school, allowing the guiding research question to be addressed. As a field study, its purpose is to comprehend practical learning situations mediated by the classroom teacher and analyzed by the researcher as an observer of students' performance throughout the four academic terms. Data analysis was based on Jean Piaget’s Learning Theory and on the Teaching-Learning-Assessment methodology in Mathematics through problem solving, as well as on the contributions of authors who discuss problem solving and the use of didactic materials and educational games in the classroom. The results reveal two interrelated moments in which significant learning takes place. First, students' development through the interdisciplinary approach to mathematical problem solving, using didactic materials to support reading, interpretation, textual production, and mathematical concepts involved in the problems. Simultaneously, various skills were enhanced across cognitive, affective, and social domains. Thus, it is considered that the implementation of problem situations in the classroom, in articulation with pedagogical materials and educational games, contributed to the mathematical learning process and also supported the development of reading, writing, and interpretation skills. It is hoped that the reflections from this research may broaden both the contributions to the field of Mathematics Education and teaching practices, in order to promote improvements in the quality of school learning.