Tarefas exploratórias para o ensino de matemática: uma experiência no 6º ano do ensino fundamental

Abstract

This qualitative research has as its theme the exploratory tasks, with the objective of analyzing the mathematical reasoning processes present in the resolution of exploratory tasks related to the content of fractions in two pairs of sixth-year students of middle school. For this, in this study, we performed the theoretical foundation regarding mathematical reasoning and its processes, the teacher's actions in the classroom and exploratory tasks, based on the study of several authors. The data that make up the corpus of analysis of this research were collected during the performance of exploratory tasks in the analyzed pairs, remotely. The instrument for data collection consisted of three exploratory tasks. The results indicate that exploratory tasks contribute to the processes of conjecture, formulation, justification, validation and generalization and promote mathematical reasoning, since students, through knowledge already acquired, developed other.