Vivências de duas professoras com as actividades de investigação

Abstract

This paper is based on an investigation whose main aim was to analyze the perspectives and practices of two 3rd cycle mathematics teachers regarding investigations. This text discusses, especially, the challenges for the teachers’ practice related to carrying out mathematical investigation tasks in the class as well as how they face these challenges. The research followed a qualitative methodology, including class observation with audio and video recording, biographical interviews, reflections upon the classes and the elaboration of narratives. In the end, interpretative case studies of the two teachers where produced which included the narrative analysis.

Data analysis allowed to conclude that these teachers view investigations as ideal situations for mathematics classrooms, for they resemble genuine mathematical activity, but the teachers also find their curricular integration rather difficult due to various limitations upon their practice. The main challenges and tensions that the teachers face in their practice with investigative tasks concern the support to be given to the pupil, the role of mathematical justification and proof and undertaking a final discussion. This study also reveals the importance
of teacher’s reflection for the development of competencies concerning mathematical investigation class management, which was encouraged by the process of narrative analysis.