Caminhos a percorrer: desafios no processo de investigação matemática

Abstract

The present study, qualitative in nature, focuses on the development of investigative activities, the teaching of math content, in the light of the pedagogical practice of Mathematical Investigation - IM - recommended in the official documents. The theoretical framework is based on the contributions of Ponte, Brocardo and Oliveira (2009), among others. The initial goal was to investigate if math teachers use this pedagogical practice in their classes and, if not, what are the impediments. For the initial collection of data was carried out interviews with 16 public school teachers in the municipality of Bandeirantes - PR that revealed little knowledge of teachers about this practice. Thus, in order to contribute to the insertion of Mathematical Investigation in the classroom, materials were prepared with investigative activities structured and with guidelines for initial development in the classroom. After the interviews and, according to previously established criteria, two teachers willing to apply these materials in order to validate your work efficiency by Mathematical Investigation. The results pointed to an effective involvement of students to be challenged to investigate possible solutions to the same question, this involvement is not expected by the investigative activity mediators, as well as revealed the fragility of the teacher in role of advisor. From the analyses we opted for making educational product, composed of guidance to the teacher about the Mathematical Investigation and structured scripts, to provide support to the teacher in the insertion of investigative activities in your classes of Mathematics.