Colaborando a propósito da argumentação na aula de Matemática

Abstract

This paper is based on a study directed by two goals: (1) to describe and to analyze the work of two teachers who wish to involve their students in mathematical argumentation activities; and (2) to examine the potentialities and problems arising from a collaborative research project which focuses on
reflection about these teachers’ practices.

Each of these two goals led to a group of conclusions. In the paper I will focus only on the conclusions related to the second goal. Particularly, I intend to illustrate that collaborative work carried out by a team that includes people with different competencies, experiences and perspectives and where reflection upon teacher practice has a privileged place, can be a relevant context for teacher development.

In fact, the analysis of the teachers’ discourse concerning their project’s experience reveals the emergence of news perspectives about mathematical argumentation and ways of developing it. It reveals also that they developed communicative competencies and the capacity to reflect upon his practices in a critical and organized way. Finally, it reveals that they deepen their theoretical knowledge, their didactical knowledge and the knowledge about themselves.