A integração de tarefas de investigação no ensino e aprendizagem das sucessões

Abstract

This article is based on a study which objective was to analyse the way how mathematical investigations can be articulated with other type of mathematical tasks, and to study the students’ learning and performance.

A qualitative methodology was used, where the teacher (the first author of the present article) also assumed the investigator role, acting as reflexive agent of her own professional practice. Five mathematical investigation tasks were elaborated and implemented in a 11th grade class of the teacher, in the theme Sequences, during 2002/03. Students’ reports and critical reflections on its mathematical activities around the mathematical investigation tasks were collected and analysed the, as well as the teacher’s reflections from her professional diary. The researcher made interviews to five groups of two students, recorded them in audio and later transcribed them.

The results of the study stress the perspective that it is possible to execute the mathematical program even implementing mathematical investigation tasks in the classroom, since the lessons with investigations are alternated with lessons with other type of mathematical tasks, such as the expositive dialogue between the teacher and the students, problem-solving and exercises. They, also, stress the perspective that the open nature of mathematical investigation tasks and the collective discussion in the classes, around the resolutions, can promote a mathematical activity that facilitates the development of transverse competences and the establishment of mathematical connections.