Abordagem de problemas matemáticos em diferentes cenários para investigação

Abstract

In this work we present an analysis on how to approach mathematical activities from an investigative perspective in classes of fifth and sixth grades of Elementary School, which are in a phase of school transition. This analysis was motivated by the objective of investigating how to move from the exercise paradigm, generally associated with traditional classroom expository practices, to landscapes of investigation, characterized by Skovsmose (2000). For the development of the research, three mathematical activities were elaborated making references to pure mathematics, to semi-reality and to reality. So that these activities can distance themselves from practices aligned with the exercise paradigm and constitute landscapes of investigation, we emphasize the importance of the teacher’s actions in the classroom, opting for strategies that allow him to use the questions as an invitation to exploration and investigation.