Heuristics: a reasoning tool in the teaching and learning of Mathematics

Abstract

The solution for a mathematic problem can be made based on a series of mechanics procedures, algorithmic and structured; in which the method of solution is emphasized, or by the use of simple strategies, creative and intuitive that allow divergent thought forms, called heuristics.
The purpose of this article is to analyze the use of heuristic strategies as a tool for quantitative problem solving in different contexts, in a way that promotes the development of mathematical skills and competencies of the high school student population.
In the qualitative research, tenth and eleventh grade students of day schools of Nicoya (Guanacaste) and Sarapiqui (Heredia) of Costa Rica participated.
The analysis of the collected data during the research was made by observing and monitoring the work sessions, the analysis of the content of the binnacle of each facilitator and semi-structured interviews for the participants that allowed analyzing solving assorted strategies; it promoted the interest and participation in the lesson, and also encouraged the students to justify their reasoning.