<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Estud. Pedagog.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812017000100110</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.98i248.2877</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Multiplicidades de resoluções de alunos do ensino médio em problemas abertos de matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Multiplicities of resolutions by high school students in open-ended mathematics problems]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dalto]]></surname>
<given-names><![CDATA[Jader Otavio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[João Ricardo Viola dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Buriasco]]></surname>
<given-names><![CDATA[Regina Luzia Corio de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Cornélio Procópio Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual Paulista "Júlio de Mesquita Filho"  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Estadual Paulista "Júlio de Mesquita Filho"  ]]></institution>
<addr-line><![CDATA[Marília São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>98</volume>
<numero>248</numero>
<fpage>110</fpage>
<lpage>129</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812017000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812017000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812017000100110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Investigam-se maneiras de lidar de alunos da educa&#231;&#227;o b&#225;sica com problemas abertos de matem&#225;tica. Para isso, seis problemas abertos de matem&#225;tica foram aplicados em duas turmas do 9&#186; ano do ensino fundamental e duas turmas do 3&#186; ano do ensino m&#233;dio de uma escola p&#250;blica. Por meio de uma abordagem qualitativa de pesquisa, analisou-se a multiplicidade das resolu&#231;&#245;es dos alunos e evidenciaram-se suas singularidades. A an&#225;lise mostrou uma variedade de estrat&#233;gias apresentadas pelos alunos ao resolverem os problemas. Essas estrat&#233;gias s&#227;o muito singulares, elaboradas por modos idiossincr&#225;ticos de os alunos lerem o enunciado do problema, implementarem uma maneira de lidar com ele e constru&#237;rem um processo de resolu&#231;&#227;o. Diante dessas singularidades, foi identificada uma multiplicidade de resolu&#231;&#245;es, diversos e diferentes modos de resolu&#231;&#227;o dos problemas. Ao resolverem problemas abertos, a atividade matem&#225;tica dos alunos se d&#225; por meio de processos que s&#227;o, muitas vezes, pouco observados pelos professores. Nessa dire&#231;&#227;o, a an&#225;lise da produ&#231;&#227;o escrita mostra-se como possibilidade de olhar para as maneiras de lidar dos alunos, de modo a n&#227;o caracteriz&#225;-los pela falta, pontuando o que n&#227;o foi feito ou aquilo que deveria ter sido feito. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article investigates how students from basic education deal with open-ended mathematics problems. To achieve this objective, six open-ended mathematics problems were applied in two classes of the 9th grade of elementary school and in two classes of the 3rd year of high school. By means of a qualitative research, it was analyzed the students&#8217; multiplicity of resolutions and it were evidenced their singularities. The analysis showed a variety of strategies presented by students to solve problems. These strategies are very unique, developed by idiosyncratic ways of the students to read the statements of the problems, implement a way to deal with them and construct a settlement process. Facing these singularities, it was identified a variety of resolutions, several different ways by which the students solve problems. To solve open-ended mathematics problems, the mathematical activity of the students occurs by means of processes that are often little observed by teachers. In this direction, the analysis of written production shows up as a possibility to look for ways how students deal with mathematics problems, not characterizing them by punctuating what they didn&#8217;t or what they should have done.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[avaliação como prática de investigação]]></kwd>
<kwd lng="pt"><![CDATA[análise da produção escrita]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[assessment as a research practice]]></kwd>
<kwd lng="en"><![CDATA[written production analysis]]></kwd>
</kwd-group>
</article-meta>
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