<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302019000401195</article-id>
<article-id pub-id-type="doi">10.14393/er-v26nea2019-11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As dimensões da criatividade no contexto da resolução de problemas matemáticos]]></article-title>
<article-title xml:lang="en"><![CDATA[The dimensions of creativity in the context of mathematical problems solving]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Célia Barros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Manoel dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Talher]]></surname>
<given-names><![CDATA[Marianne Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[Teixeira de Freitas Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria de Estado da Educação do Maranhão  ]]></institution>
<addr-line><![CDATA[São Luís Maranhão]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Escola Estadual de Ensinos Fundamental e Médio Dr. Emílio Roberto Zanotti  ]]></institution>
<addr-line><![CDATA[São Mateus Espírito Santo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>26</volume>
<numero>spe</numero>
<fpage>1195</fpage>
<lpage>1216</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302019000401195&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302019000401195&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302019000401195&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo pretende analisar e interpretar as dimensões da criatividade matemática aflorada em alunos do 5o ano de escolaridade, quando envolvidos em tarefas sobre o conceito de área, centradas na resolução de problemas. Optou-se por uma abordagem qualitativa de cunho descritivo e interpretativo, no qual são apresentadas ideias fundamentais sobre Criatividade e Resolução de Problemas. Em seguida, a Metodologia de investigação, ressalta como se deu a coleta de dados. Na análise e interpretação dos dados, percebeu-se que o trabalho desenvolvido com os alunos em torno da criatividade proporcionou variadas experiências, ricas e desafiantes, como seja a oportunidade de novas aprendizagens matemáticas, uma boa interação, socialização e discussão das estratégias utilizadas por eles, apoiadas em suas intuições e conhecimentos prévios. Outra percepção é que as dimensões da criatividade foram afloradas, quando estavam a pensar de modos diferentes e de produzirem um bom número de resoluções sobre o problema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present paper aims to analyze and interpret the dimensions of mathematical creativity raised in fifth grade students when they were working on the concept of area, focused on problem solving. We chose a qualitative approach of descriptive and interpretative nature, where fundamental ideas about Creativity and Problem Solving are presented. Next, the investigation Methodology highlights how data were collected. In data analysis and interpretation, it was observed that the work around creativity developed with students provided various rich and challenging experiences, such as the opportunity of new Mathematics learning, good interaction, socialization and discussion on the strategies they used from their intuition and previous knowledge. Another perception is that the dimensions of creativity were raised when they were thinking in different ways and coming up with a great number of resolutions for the problem.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Dimensões da Criatividade]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Resolução de Problemas]]></kwd>
<kwd lng="en"><![CDATA[Dimensions of Creativity]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Problem Solving]]></kwd>
</kwd-group>
</article-meta>
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<issue>1</issue>
<page-range>113-31</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
