Prática profissional para a promoção do cálculo mental na sala de aula: Uma experiência no 6.º ano

Abstract

The aim of this paper is to analyze mathematics teacher practice considering the development of students’ mental computation and the overcoming of their errors, in an approach that values whole class discussions. The framework defines teachers’ professional practice according to his/her actions: inviting supporting, challenging, guiding, and suggesting. The methodology is qualitative with a teaching experiment design. The participants are a teacher, 20 students from 6th and a researcher. Data were collected through audio and video recordings of the working meetings with the teacher and from mental computation lessons. The results show that a teaching practice to develop students’ mental computation needs to stand on appropriate tasks and on whole class discussions in which teachers carry out different kinds of actions, with emphasis on those that involve challenging and supporting students.