Implicações da Exploração-Proposição-Resolução de Problemas na formação inicial de Professores de Matemática

This article aims to present aspects in which Problem Exploration-Posing-Solving contributes to the initial training of Mathematics teachers, specifically in the teaching of Algebra. Results of qualitative research, developed during the author's doctorate, with 24 Mathematics graduates, will be presented. The research demonstrates that the use of the Problem Exploration-Posing-Solving methodology in the Mathematics Degree has a positive impact on several aspects, such as i) in deepening mathematical ideas; ii) providing theoretical-practical subsidies that can assist teachers in their future practices; iii) in the manifestation of algebraic thinking, among others. The discussions presented in this article emphasize elements that characterize Problem Exploration-Posing-Solving, guiding its use as a methodological perspective.