O processo de elaboração de tarefas didácticas alternativas para o ensino e aprendizagem de Matemática como possibilidade de trabalho em curso de formação de professores de Matemática

Abstract

In this paper, we focus on the process of developing some alternative tasks for teaching and learning mathematics, aiming to help train mathematics teachers when encouraging them to adopt alternative methodologies in the classroom, using the available materials to the teacher. Based on some questions from university entrance examinations and the High School national examination in Brazil, our initial intention was to observe if it would be possible to restructure these questions having an alternative approach to teaching. In this approach, a mathematics investigation having an educational proposal was put forward, in which it is argued that mathematical knowledge is developed by means of a balance between logical and intuitive aspects at levels which are ever increasingly developed in a dynamic process and spiral form. Following this research, we came up with five tasks to teach functions, presenting them as a suggestion to apply alternative approaches for mathematics teaching. The possibility of reformulating these questions shows us the versatility that mathematics teachers can have when trying to work with other alternative teaching approaches different from the traditional ones. Finally, we understand that this process should be focused on teacher training, starting in undergraduate degree in mathematics teaching in subjects, such as the practice or methodology of teaching where various approaches for teaching and learning mathematics are dealt with.