Atividades matemáticas em cenários para investigação: contribuição para reelaboração de foregrounds

Abstract

This work aimed to investigate the contributions that mathematical activities carried out in an environment of scenarios for investigation, from the perspective of Critical Mathematical Education (CME), bring to the re-elaboration of the foreground of high school students. The research was carried out with 23 students from a School in the State System of Santa Catarina, located in the City of Porto União. In order to achieve the objective, investigations were carried out on the foreground of the students participating, by questionnaire of sounding, interviews before and after the development of mathematical activities in scenarios for investigation, in order to identify possible reworkings in said foregrounds. Were considered for the collection data, audio, video, image and written records produced by the students regarding the mathematical activities performed and the survey questionnaire. The research was of an applied nature and from the point of view of data analysis procedures it was qualitative under the interpretative approach. The data analysis used the content analysis method of Bardin (2011). The theoretical framework was based on Ole Skovsmose, a reference for CME, research scenarios and the concept of foreground. It was found, through this study, the contribution of the activities developed for the reelaboration of foregrounds and for the change in the perception of mathematics by the students. In addition, this research provided the creation of a complementary material, educational product, in the format of a book of pedagogical strategies for teachers who wish to contribute to their students' foreground through mathematical activities in research settings.