Creative strategies in the problem formulating and solving in school mathematical discourse

Abstract

This paper presents and discusses the results of a research project that aimed to understand the strategies and what they reveal about the creative potential of students in activities of formulating and solving mathematical problems. The research is anchored in the Commognitive Theory, which considers mathematics a discourse, bringing a look at the System Perspective, for which the author points out that creative action does not occur in isolation, but in the relationship between three systems: individual, domain and field, as well as the verification of how students manifest elements of creativity in their productions in relation to Flexibility and Originality. It is a research with a qualitative approach, developed with students in the final years of elementary school in a public school in the municipality of Canaã dos Carajás in the state of Pará, Brazil. For the production of data, activities were applied that required students to formulate problems. The results point to the occurrence of creative expression involving flexibility and originality a routines of exploration, act or ritual.