Problem Solving at Provinha Brazil: Implications of Educational Historical and Cultural Theory


This study discusses the methodological perspective of problem solving facing the guidelines of the Reference Matrix Literacy Mathematics Home, Provinha Brazil, and their implications for teaching practice. Leaving ample literature, it proceeds to the documentary analysis of the latest attempts to curricular reorganization in the Brazilian context, with emphasis on categories established based on the themes traditionally broadcast in the classroom. The analysis is based on categories established from the great themes of mathematical science conveyed in the initial mathematical literacy and its implications for social, political and economic. Also it addresses aspects that stand out in discussions with teachers in initial or continuing education process. Results indicate distance between the ideas discussed in Provinha Brazil and the need to establish a satisfactory relationship which allows the meanings spectrum negotiations aimed at reworking of arithmetic procedures to make them more general, less dependent on contextual variables and less subject to errors of various kinds.

Share and Cite:

Miguel, J. and Silva, V. (2015) Problem Solving at Provinha Brazil: Implications of Educational Historical and Cultural Theory. Creative Education, 6, 1680-1690. doi: 10.4236/ce.2015.615169.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Bachelard, G. (1978). The Scientific Spirit. São Paulo: Martins Fontes.
[2] Bakhtin, M. (1986). Marxism and Philosophy of Language. São Paulo: Hucitec.
[3] Brazil, Ministry of Education and Sport. National Institute of Educational Studies AnísioTeixeira. (INEP) (2012). Item Preparation Guide: Provinha Brazil (p. 23). Brasília-DF: INEP.
[4] Bruner, J. S. (1978). The Education Process. São Paulo: Nacional.
[5] D’ambrosio, U. (1993). Mathematics Education: A View of the State of the Art. Pro-Posições, 4, mar.. Unicamp, Campinas, SP.
[6] Lorenzato, S. (2005). Early Childhood Education and Mathematics Perception. Campinas: Autores Associados.
[7] Nacarato, A. M., Mengali, B. L. S., & Passos, C. B. (2009). The Mathematics in the Early Grades of Elementary School: Weaving the Threads of Learning. Belo Horizonte: Autêntica.
[8] Vygotsky, L. S. (1999). Thought and Language. São Paulo: Martins Fontes.

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.