2022 Volume 15 Issue 1 Pages 55-70
In this work, we establish a heuristic strategy, the purpose of which is enhancing the posing of new problems in the school context. The strategy is supported by a cognitive framework consisting of six stages: Selecting, Classifying, Associating, Searching, Verbalizing, and Transforming. The first five actions make up an essentially creative process, while the last stage is present within the nucleus of the previous ones. This provides the process with a high level of complexity. Compactly, we call the strategy SCASV+T. We reflect on the heuristic nature of the strategy, as well as the didactic actions that are required for its implementation. We also describe a didactic situation in elementary geometry, where the posing of new problems based on one already solved is discussed. The analysis is carried out with students who are studying a Bachelor’s degree in Mathematics Education, who know the strategy and try to put it into practice collectively. Analysis and discussion are led by a professor, who provides suggestions and demonstrates the importance of each action in the development of heuristic reflection.
