Contexts in Problem Solving

Abstract

The main foundation of the article lies in the exposition of the term Problem Solving as a means of pedagogical teaching, in which not only the resolution of a problem would be the only way to solve the issue, but employing different ways and different methods applied from studies and investigations made by the student. The article presents approaches on exploration-research, problematization and practices that will be necessary for the formation of teaching-learning for future teachers/researchers. The main objective of this work is to report some conceptions about the term Problem Solving, from its principles as well as its relevance in teacher education and teaching-learning, in relation to Mathematics, the applied methodology was carried out from a qualitative basis in which points out theoretical references about the term, which are thoroughly explored throughout this work. Through this article, it is concluded that reflective learning is conducive and successful when the student examines together with their colleagues, the same concepts and contents, that is, it makes it possible for the student, through the implementation of the practice of Problem Solving in the context educational, being able to think alone, through skills acquired during the presentation of new media of situations that generate questions and analysis.