O desenvolvimento da argumentação matemática no estudo das funções racionais

Abstract

This article is based on a study directed by the goal to understand the development of the capacity of arguing mathematically throughout the execution of a sequence of tasks in an 11th year class, about the theme rational functions. This study had theoretical support the argumentation in Mathematics. The methodology adopted was qualitative and descriptive and the case to be studied an 11th year class, in which the investigative teacher teaches Mathematics. The gathering and analysis of data, in this study, contemplated the discussions developed initially in small groups and afterwards in the whole class, and finally the individual reports written with the respective critical analysis on the tasks developed in the classroom. With the present investigation, one may conclude that the collaborative work, helped to develop in the pupils the capacity of reasoning and of arguing mathematically. It made clear that the interaction between pupils during the exploration of the sequence of tasks promoted a significant apprenticeship.