This study aims to investigate the way in which the teacher practices contributes to
the 5th year students of a field school, which are strategies to solve addictive
problems. It is a research of the practice itself, as a research methodology, which
includes the perspective of Qualitative Research in Mathematical Education, for which
the researcher teacher assumes a double role: the teacher who teaches mathematics
to students in the field and the researcher of his own practice. It had as a theoretical
reference the theory of the reflective teacher combined with problem solving, such as
the possibilities of improving the teaching of mathematics and a reflective practice of
the teacher who teaches mathematics. A research took place in the first semester of
2019, in a class from the 5th year of elementary school in a field school, located in a
campaign community in the region of Marabá, southeastern Pará. The instruments
used were the field diary of the researcher teacher, the student notebooks and the
transcripts of the audios of the lessons recorded during an observation. The results
show that students also learn built for school to learn mathematicians, thereby building
new strategies for solving mathematical problems. Still, that a mediation teacher
through dialogues with students allows for more interactive and interactive classes, as
it allows students to expose their thoughts and share their problem solving strategies.
It is understood with this that the teacher needs to cancel a teaching practice based
only on the use of instructional rules and methods, it is necessary to diversify or teach
how to give a voice to the student, with no sense of not listening for himself, for his
colleagues and for the teacher , realizing knowledge that the student carries as an
important epistemological baggage for the teaching of mathematics and what are the
valuable knowledge as essential for the process of teaching and learning
mathematical content.
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