Abstract: This paper discusses the issue of problem solving in mathematics teaching. Based on an analysis of the literature and guided reflection, the components and steps of the problem-solving strategy are presented, as well as the conditions discussed in the mathematics classroom for using this strategy as a pedagogical practice. Given this bibliographical study, the intention is to understand how problem solving can favor the teaching of mathematics and which conceptions of problem solving most contribute to meaningful learning. Throughout the research, it became clear that all pedagogical practice is based on one of these conceptions, even if teachers are not aware of it. However, in order for this to happen, teachers must first analyze and discuss their conceptions and knowledge of education, mathematical knowledge, teaching, learning, among other elements present in their teaching work, in order to check whether they are consistent with this perspective of learning mathematics. Therefore, the aim of this work is to analyze the difficulties faced by sixth-grade students at the José Inácio Cavalcanti da Silva Municipal School in Problem Solving as a Didactic Strategy for Teaching Mathematics, as well as to show the importance of the conceptions about didactic strategies presented in this work. In view of the information presented by different researchers on this subject, the results show that teaching problem solving cannot be programmed or mechanized and that learning will only be meaningful if students and teachers are committed to building their knowledge, awakening a taste for independent reasoning.

Keywords: Teaching mathematics. Problem solving. Teaching strategy.