Compreensão dos processos de raciocínio matemático por professores: princípios de design para tarefas de aprendizagem profissional

Abstract

Understanding the aspects of Mathematical Reasoning (MR) and ways to promote it in the classroom has been a focus advocated by various researchers in Mathematics Education, as well as by official curriculum documents from several countries. However, teachers do not always have a clear understanding of MR and its processes, as they often have not encountered MR and its processes during their initial training. In view of this, continuing education courses become necessary and contribute to teachers' specialized knowledge by creating learning opportunities about MR so that they can support its development in Mathematics lessons. Thus, the present research is situated within the context of MR and the development of teachers' knowledge regarding MR processes, as well as the enhancement of their professional development. It aims to understand the levels of understanding of MR processes demonstrated by teachers of the Early Years of Elementary Education (covering 1st to 5th grade, with students aged 6 to 10) when solving a Professional Learning Task (PLT) and, based on this, to support the formulation of design principles for PLTs that help improve teachers' knowledge of MR. Based on a qualitative investigation, the analyzed data consist of transcribed audio recordings of discussions between two pairs of teachers from the Early Years of Elementary Education as they solved a Professional Learning Task. The results reveal that the teachers mostly demonstrated elementary levels of understanding, leading to the development of design principles for PLTs that contribute to teachers' comprehension of Mathematical Reasoning processes.