<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052025000100307</article-id>
<article-id pub-id-type="doi">10.12957/teias.2025.81518</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INVESTIGAÇÕES EM AULAS DE CÁLCULO NUMÉRICO: descobrindo o método dos trapézios via resolução de problemas]]></article-title>
<article-title xml:lang="en"><![CDATA[INVESTIGATIONS IN NUMERICAL CALCULUS CLASSES: uncovering the trapezoidal method through problem solving]]></article-title>
<article-title xml:lang="es"><![CDATA[INVESTIGACIONES EN CLASES DE CÁLCULO NUMÉRICO: descubriendo el método del trapecio a través de la resolución de problemas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bertotti Junior]]></surname>
<given-names><![CDATA[Vilmar Ibanor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Possamai]]></surname>
<given-names><![CDATA[Janaína Poffo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal Catarinense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>26</volume>
<numero>80</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052025000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052025000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052025000100307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo é analisar implicações da metodologia de ensino-aprendizagem-avaliação de matemática através da resolução de problemas na generalização do método dos trapézios, um dos tópicos do conteúdo de integração numérica. A análise concentra-se nas aulas de cálculo numérico, levando em consideração os conhecimentos prévios dos estudantes por meio de uma prática educativa. Inicialmente, exploram-se as contribuições teóricas e curriculares que fundamentam essa metodologia, descrevendo as dez etapas que a compõem. Em seguida, são apresentados os procedimentos metodológicos, em que a pesquisa é caracterizada como qualitativa em relação à abordagem do problema, aplicada quanto à sua natureza e segue a abordagem de investigação-ação nos procedimentos. Este artigo também aborda o contexto, a organização e a análise da prática educativa, destacando o uso de um problema gerador de conhecimento. Os resultados indicam a manifestação de autonomia, raciocínio crítico e habilidades argumentativas por parte dos estudantes durante a resolução do problema, bem como na socialização dos resultados durante a plenária.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this study is to analyze implications of the methodology teaching-learning-evaluation of mathematics through problem solving in the generalization of the trapezoidal rule, one of the topics in numerical integration. The analysis focuses on numerical calculus classes, considering students' prior knowledge through an educational practice. Initially, the theoretical and curricular contributions that underpin this methodology are explored, describing the ten steps that compose it. Subsequently, methodological procedures are presented, with the research characterized as qualitative in terms of problem approach, applied in nature, and following an action research approach in the procedures. This article also addresses the context, organization, and analysis of the educational practice, highlighting the use of a knowledge-generating problem. The results indicate the manifestation of autonomy, critical reasoning, and argumentative skills by students during problem-solving, as well as in the sharing of results during the plenary session.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio es analizar implicaciones de la metodología de enseñanza-aprendizaje-evaluación de matemáticas a través de la resolución de problemas en la generalización del método de los trapecios, uno de los temas del contenido de integración numérica. El análisis se centra en las clases de cálculo numérico, teniendo en cuenta los conocimientos previos de los estudiantes a través de una práctica educativa. Inicialmente, se exploran las contribuciones teóricas y curriculares que fundamentan esta metodología, describiendo las diez etapas que la componen. Luego, se presentan los procedimientos metodológicos, donde la investigación se caracteriza como cualitativa en cuanto al enfoque del problema, aplicada en su naturaleza y sigue el enfoque de investigación-acción en los procedimientos. Este artículo también aborda el contexto, la organización y el análisis de la práctica educativa, destacando el uso de un problema generador de conocimiento. Los resultados indican la manifestación de autonomía, razonamiento crítico y habilidades argumentativas por parte de los estudiantes durante la resolución del problema, así como en la socialización de los resultados durante la plenaria.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[problem-solving]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[numerical calculus]]></kwd>
<kwd lng="en"><![CDATA[numerical integration]]></kwd>
<kwd lng="pt"><![CDATA[resolução de problemas]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[cálculo numérico]]></kwd>
<kwd lng="pt"><![CDATA[integração numérica]]></kwd>
<kwd lng="es"><![CDATA[resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[cálculo numérico]]></kwd>
<kwd lng="es"><![CDATA[integración numérica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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