Teaching and Learning Mathematics Through Problem Solving As Sociointeractionist Practice

Abstract This article presents a truly practical experience and the approach of Teaching and Learning Mathematics through Problem Solving, as a sociointeractionist practice, from its theoretical and philosophical constitutions to their educational practice in a course of the Programa Nacional de Acesso ao Ensino Técnico e ao Emprego headed by Instituto Federal de São Paulo – Campus Sertaozinho. We present a field of social, historic, and cultural studies as proposed by Problem Solving, not only as a teaching-learning methodology but rather as a field of study that keeps alive the move action /reflection/ action and through concepts and problems in Vygotsky's work. Lay hold of the self-regulatory and metacognition elements by thinking-out-loud in the construction of knowledge and creation of learning and some consequences of this practice in schools.