This paper presents the results of a research conducted with a private school's early grades polyvalent teachers in São Paulo. The research investigated what are their views on the subject "problem solving", trying to understand how they influence in the teachers' practice. The theoretical framework draws on Guy Brousseau ideas, specifically those related to the theory of didactic situations (TSD) and the concept of didactic contract. The research, qualitative approach, used two separate instruments: a questionnaire to analyze these concepts and the subsequent teachers classes' observation, to allow a confrontation between discourse and practice. The results showed that the subjects understand the importance of their role in problem-solving lessons and value the mathematical thinking of students, but still have some difficulty in organizing an antagonist milieu able to cause imbalances. Additionally, some effects of the didactic contract were found and equally described through the analysis.
Problem solving; Didactic situations theory; Didactic contract; Polyvalent teachers
