PROBLEM EXPLORATION IN MATHEMATICS TEACHING AND LEARNING: SYSTEMATIC LITERATURE REVIEW

Abstract

This article aims to present a systematic literature review about productions on exploration-solving-posing of problems for mathematics teaching-learning, not only an organization of data, but also a notion of what has been being Produced by academic research seeking to show on the subject, possible gaps and convergence points, as well as guiding the ERP field. The research was guided by the following question: What are the potentialities and limitations that the exploration-resolution-has been proving to problems bringing to the teaching-learning process of mathematics? The systematic literature review was based on the Prisma Protocol. Potentialities were found in the use of ERP that affect the teaching-learning of mathematics, such as the development of characteristics such as autonomy, trust, creativity, consciousness in decision making, strategy development, high-esteem, curiosity and interest in the subject and for social, political, economic and cultural themes. Regarding the limitations, it was evidenced that the use of time, the multicontexuality of the classroom were variables that challenged the researchers, but these same aspects, with the development of research, were favorable for a teaching and constructive learning, critical it is efficient.