Professores que explicitam a utilização de formas de pensamento flexível podem estar contribuindo para o sucesso em matemática de alguns de seus alunos

Abstract

In this article we examine the characteristics of the successful/unsuccessful student in Mathematics considering psychological and cognate factors. The successful student at a long range was identified with that one which exhibits a flexible way of thinking, which allows him to attain a more global and significant understanding of the concepts. Starting from teacher and students interactions and from classroom observations we have verified that when teachers make use of flexible forms of thinking, even when teachers I a non-deliberate fashion, they may be contributing for some students to seek for a sense in the use of mathematical concepts and formulas, and, a last, contributing for their success in Mathematics. We suggest that teachers deliberately assume a classroom attitude which will stimulate problem solving abilities ad forms of flexible and autonomous thinking.