Tarefas de investigação na sala de aula de Matemática: práticas de uma professora de Matemática

Abstract

The present article reports on a teaching experience developed in the context of a Mathematics inservice teacher education program aiming at knowing how teachers integrate mathematics investigations in curricular development and think about their teaching practices. The study follows both qualitative and interpretative approach and focuses on the work of a 5th grade Mathematics teacher, developed along a whole teaching cycle (preparation, classroom conducting, and reflection), exploring an investigation task about the Pascal triangle. It is concluded that a teaching dynamic, that enhanced sharing and discussion about experiences and teaching materials, helped the teacher to include investigations in the classroom and to understand that this approach brings new challenges and requires changes to her own and her students work practices. After the reported experience, the teacher gave a higher curricular value to mathematics investigations and to communication and discussion skills as well as classroom interaction and overall working environment quality.