TEACHING MATHEMATICS WITH PROBLEM SOLVING: THEORY AND PRACTICE

Abstract

This article aimed to analyze the theoretical and practical foundations of problem solving as a methodology for teaching Mathematics, with emphasis on teacher education, strategies for developing problem situations, and the tensions between traditional and investigative approaches. The central theme of the research was the articulation between didactic theory and pedagogical practice in the context of Basic Education, especially in light of contemporary demands for meaningful learning and student protagonism. A bibliographic research method was employed, based on the critical analysis of academic publications from 2010 to 2024, selected according to relevance, currency, and theoretical consistency. The results revealed the persistence of teaching practices grounded in content transmission and mechanical exercise resolution, even among teachers who demonstrated theoretical knowledge of the investigative approach. It was also found that the formulation of meaningful problems remains a recurring challenge in both initial training and professional practice. It was concluded that overcoming this situation requires changes in teacher education, school culture, and the pedagogical instruments employed. Further research is recommended on continuing education and the analysis of concrete teaching experiences using problem solving.