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The present paper consists of presenting a mapping of the researches involving the Problem Solving theme that were presented at the International Congress of Teaching Mathematics - CIEM, in the editions of 2013 and 2017. The research locus of this work had as source of data collection the annals of said Congress, available at the event sites. We tried to show how CIEM was evolving and becoming a space of important discussion for Mathematics Education. In a special way, we try to highlight important features of the work that involved Problem Solving as a central theme, considering the variety of the themes belonging to CIEM. The results of the research show, in general, that the papers present convergences with Problem Solving as teaching methodology in favor of the learning process of mathematical contents. [ABSTRACT FROM AUTHOR]

This paper results from a final essay for the pedagogy degree at the Agreste Campus of the Federal University of Pernambuco. The research aimed to understand the place of dialogue in mathematics classes from the point of view of teachers of the early years of elementary school. Based on the concept of dialogue from the Freirean theory and critical mathematics education, we initially conducted a semi-structured interview with five teachers in a state school in the Pernambuco Agreste area, Brazil. Afterward, we requested them to answer two activities. The first consisted of observing two pictures of teachers in a task in the classroom and proposing modifications, whether they considered it necessary, so that the pictures portrayed their mathematics classes. In the second, we asked them to elaborate an activity based on a given image. As the Freirean theory and critical mathematics education proposed, teachers' voices bring dialogue elements, although they did not explicitly use the term. The most emphasised elements are the interactions between teacher and students and between students and community, and establishing the relationships between teaching and students' realities. [ABSTRACT FROM AUTHOR]

The integration of digital games in teaching and learning processes has been assuming a relevant role in terms of contributions that offer. Considering the importance of these resources, this paper analyses the use of two digital games in mathematics classes with 5th grade students from an urban school and with 6th grade students from an indigenous school of the west region of Paraná state. The games were applied in both realities, thus requiring the creation of differentiated strategies to their use. Because of their playful and attractive form, it was verified that the educational digital games serve as stimulus to the students from different contexts and cultures, and as subsidies to improve the teaching and the learning of curricular contents. [ABSTRACT FROM AUTHOR]

The aim of this article is to present and analyze the trends in digital technologies in Mathematics teaching, pointed out in the XVIII, XIX, XX and XXI editions of the Brazilian Meeting of Graduate Students in Mathematics Education. As a methodological procedure, we use the state of the art and meta-analysis of 141 papers, among abstracts and complete articles, which were published in the annals of the years 2014 to 2017. Results indicate that the master's research predominates, involving mainly students of basic education. Still, in the years 2014 and 2015, the digital technology theme is a research trend. In the year 2016, the highlight was for GeoGebra, followed by the digital technologies theme and the use of videos. Finally, in 2017, GeoGebra remains in the highlight, followed by the use of videos. [ABSTRACT FROM AUTHOR]

This paper aims to approach the conception of the discipline Solving Mathematical Problems (RPM) of the State Bureau of Education of Rio de Janeiro (SEEDUC), both in view of the Bureau and of a group belonging to the state network teachers. For this, it was analyzed the Bureau document that guides the implementation of RPM discipline and it was made a profile and opinion brief research with this group of teachers. [ABSTRACT FROM AUTHOR]

This study aims to present an experience from a problem solving activity, carried out with 4th year students of a private Elementary School in the city of São Paulo. Through an analysis interpretative of the transcription of the utterances of the students and the teacher, it was possible to confirm the position of linguistics and mathematics education scholars about the importance of communication and interaction in social and cognitive development of individuals, particularly in this case, of students in a math class. The teacher's role as a conductive agent of interaction and construction of students' knowledge was also the object of analysis in this paper. [ABSTRACT FROM AUTHOR]