Pontes para o sucesso em matemática

: o pensamento crítico como potenciador da capacidade de resolução de problemas

Abstract

Given the results of PISA 2003 for mathematics literacy, the OECD considered the urgent need to assume the use of methodologies that promote the cognitive processes of higher level, such as reflection and critical thinking associated with problem-solving. Confirming the difficulties raised by Portuguese students in 2003, students in the 5th year of the author‟s school had unsatisfactory results in the transverse ability to solve problems in the Internal Benchmarking Proof applied at the end of the academic year 2009/2010. Being critical thinking and problem solving, two skills that are related in general literature and in NPMEB, in particular, has emerged the need to understand the relationship between these two capabilities, to direct the teaching of mathematics in perspective of enhancing student success. We used a quantitative methodology of correlational nature, since it was intended to ascertain the relationship between the level of critical thinking and problem-solving ability, and between these two variables and age and gender of students. To collect information, which allowed characterizing the sample and measure the level of critical thinking in the academic year 2010/2011, was applied the Cornell Critical Thinking Test - Level X to all 6th grade students of the author‟s school. For their ability to Problem Solving, were used the results of the International Mathematical Kangaroo 2011 which was attended by the students of 6th grade. It was observed that there is a significant correlation between gender and problem solving, showing that boys are better problem solvers, and the older (12 to 15 years) have greater representation on the results of higher capability of problem-solving. Although there has been no correlation between critical thinking and gender, the young girls (11 years) have a greater representation in higher levels of critical thinking skills. It was also observed that the level of critical thinking is a predictor of students' ability to solve problems in explaining the variation about 13%. Since NPMEB is a suitable guiding document for development of critical thinking and problem solving skills, teachers need to learn to take advantage of methodological guidelines so they can teach students to solve problems critically.

Date of Award	31 Oct 2011
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	António Manuel Fonseca (Supervisor)