Towards problematizing didactics in solving mathematical problems from Polya and Freire

Abstract

The objective of this article is to: Determine the factors that limit the adoption of problematizing didactics from the resolution of mathematical problems to achieve higher quality in the learning of school children at the primary educational level. A descriptive cross- sectional study was applied, predictive as it has prognostic nature, based on a diagnostic study applied to teachers and directors in a postgraduate course in a municipality in the province of Cienfuegos. With a quali- quantitative approach and predominance of the general research method, the dialectical – materialist, with the use of theoretical, empirical and mathematical- statistical methods. The results obtained are factors that are limiting the assumption of problematizing didactics from the resolution of mathematical problems, having as one of the causes that mathematical problems do not constitute a means to teach Mathematics as they do not become the starting point and goal of leaning for lead towards problematizing didactics.