Investigação Matemática na Perspectiva de professores frente a tarefas exploratório-investigativa

Abstract

The Mathematical Research (IM), in the field of Mathematics Education, is a teaching methodology used to develop mathematics classes through tasks with open utterances and bring to the classroom the mathematical activity by the conjecture -test-demonstration-process. Its use for the teaching of Mathematics is recommended to teachers of the State of Paraná in the official documents governing Education in the State of Paraná, specifically in the document Curricular Guidelines of Education of the State of Paraná (DCE/PR). However, there is a gap between what the official documents recommend and the effective practice of Mathematical Research by mathematics teachers working in the State Education Network of Paraná. In this context, the general objective that guided this research was to identify the prospects Mathematics teachers from Elementary School II and High School in relation to exploratory-investigative tasks. Our research presents the following specific objectives: to identify teachers' knowledge about mathematical investigation as a methodological strategy, identify the preference of teachers over the tasks and identify the possible use of exploratory-investigative tasks in math classes. To achieve our goals, we produced and applied to four Mathematics teachers in the municipality of Campina da Lagoa, who at the time of the research, worked in Elementary and Secondary Education. we produced three data instruments: a professional questionnaire (answered individually), a Methodological instrument with open and closed tasks (exploratory-investigative tasks based on IM Theory) and a semi-structured interview script conducted with teachers, individually, about the tasks that were applied to them. We conclude that there are aspects of Mathematical Investigation in the conception of the teachers' discourse and that they understand the differentiation between an open and closed task. It was implicit that the investigative tasks are challenges that instigated the teachers to raise questions and to apply the tasks adapting their practice to the methodological suggestions proposed by the DCE / PR.