Proposing tasks about rational numbers: prospective teachers’ actions in supervised teaching practice

Abstract

In this article we analyze the practice of three prospective elementary school teachers (grades 5 and 6), seeking to understand how they propose tasks about rational numbers, identifying actions accomplished and challenges faced. Depending on the tasks proposed and the communication built, we consider two distinct practices also different in the prospective teachers' practice – the direct or traditional approach and more exploratory or reform approach. The data analysis was accomplished through observation and videotaping of four lessons completely translated than analyzed considering the teachers' actions in teaching practice. Interviews, before and after each lesson, were also conducted. The results show us that teachers’ actions depend on the teachers teaching proposes, specifically about the role and nature of the tasks offered to students to learn rational numbers. However, this relationship is complex and marked by the prospective teachers’ vision about rational numbers teaching and learning. The main challenge that they face is to maintain the high level of challenge of the tasks when they support and guide students in solving them.