In the total, how many cups of refrigeranteeles had taken? When this problem in classrooms of 5 is considered series, hcrianas that 17 effect 7 + and give reply 24. Ahead of situations of this type, we,> professors deMatemtica, we finish making celebrates it question: ‘ ‘ Why they parampara not to think? ‘ ‘ It has many reasons for these answers at random, without reflection, that the pupils produce to the times. One of them are that nor always the pupil is atentoe interested and this can occur with any one of us. However, the motivomais important are in the fact of that, frequently, we do not stimulate our alunosa to think.
For Pear tree (1995), our form to work can nocontribuir for this. This fact if must, possibly, the diverse reasons, amongst which if they detach: to use good part of the time of the lesson of Matemticaensinando calculations, techniques to effect operations; Almost always to explain the skill to effect the calculation to eesperarmos that the pupil reproduces igualzinho; In this process, educating does not have chance to parapensar by itself and to understand what it learns. It reproduces what we order, and does not only think. In summary, the pupil is trained to find answers certain, exactly without knowing what he is making. We can solve this type of difficulty with one boaforma of dramatizar the problem, that is, together with the pupils to make one espciede theater, representing what it happens in the problem. Another one contribuio resolution of problems is to eliminate the artificial problems, badly facts, quetratam very of situations is of the reality, as for example: In the lunch, Mariacomeu 0,225 of the papaya. How much sobrou it supper? Nobody separates omamo in thousandth eating 225 thousandth.