Ações do professor para promoção do raciocínio matemático em momentos de discussão coletiva em aulas de cálculo

Abstract

In order to deepen investigations about mathematical reasoning in the context of Higher Education, the general objective of this work is to investigate the actions of the teacher in the conduct of collective discussions, in the context of working with tasks of an exploratory nature in Differential and Integral Calculus classes, and its role in promoting mathematical processes. Designed as a qualitative and interpretive research, the study considers data from a first cycle of intervention carried out with a group of students an Engineering course at a public university, who were studying this discipline. As a result, we emphasize that students were given opportunities to express themselves (in general, through the actions of inviting and guiding/supporting), elaborating justifications and reflecting on aspects they had not previously thought about (through the action of challenging), “stimulating” their creativity and, consequently, strengthening your reasoning. Such moments expanded the student’s ability to reason mathematically, making them think, understand mathematical ideas and apply them.