ACTIO: Docência em Ciências (Nov 2018)
The delimitation of mathematical tasks in the light of the design research: an opportunity of reflection of the pedagogical practice
Abstract
The present work is a review of an ongoing master's degree research, which aims to analyze the process of elaborating a teaching and learning trajectory - involved in the context of low plants - for students of the 6th year of Elementary School. All reflection is based on the principles of the teaching approach Realistic Mathematical Education that: recognizes mathematics as a human activity, proposes a classroom context in which the student recognizes himself as the protagonist and responsible for his / her learning process and, the teacher as a guide that guides and accompanies its students, through interventions, toward the goals of the desired education. Specifically, in this work, the objective is to present a reflection constructed from an iterative cycle of application and refinement of one of the tasks that make up the first design of the teaching and learning trajectory, in order to present and discuss aspects of its application, analysis, evaluation and reformulation for new design and new iterative cycle. It is a qualitative study of an interpretive nature in which the process of its elaboration is based on the Research of Development (Design Research). The phase of application of the first iterative cycle occurred with a group of eight students from the 6th year of elementary school in a state school in Paraná, in the second half of 2017. We could infer that for a teacher to experience and analyze the process of evolution and delineation of enunciates of mathematical tasks makes possible a reflection and improvement of its pedagogical practice, as well as exploring contexts in mathematical tasks in classes developed in the light of the principles of Realistic Mathematical Education, it becomes an alternative to surpass a approach of teaching of conventional mathematics.
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