Multiplicative problem-situations: a learning experience for all

Abstract

This article is part of post-doctoral research carried out with 11 early year teachers and four undergraduate students, in 15 research-training meetings, during the first semester of 2023. In this text, we analyzed a multiplication situation, of simple proportion, which was narrated by one of the teachers participating in the research (Rosa). For this analysis, we rely on the studies of Josso and Bragança, for the discussion on research-training, and on the investigations of Vergnaud, Magina, Merlini and Santos, for the debate about the Multiplicative Conceptual Field. We observed that the research-training meetings, consisting of activities in the multiplicative field and sharing of practices among the participants, proved to have great potential for Rosa's professional development, enabling her to review her conceptions regarding the teaching of Mathematics, to the point of taking the risk of challenging students with multiplicative problem situations, not present in the books or in the 1st year curriculum.