A construção de tarefas de análise da produção escrita para o ensino e a aprendizagem de matemática

Abstract

This paper is based on the research carried out within the framework of the GEPEMA - Group of Studies and Research in Mathematical Education and Assessment of the State University of Londrina, more specifically in the work carried out by Santos (2014) which presents the Written Production Analysis as a Teaching Strategy. The work by Santos (2014) inspired the research of Cardoso (2017) which presented the first possibilities to conceive Written Production Analysis as an opportunity of teach math in the classroom environment. Subsequently, studies led to a new possibility which was referred to as Writing Production Analysis Tasks (PEREIRA; DONEZE; DALTO, 2018). In this bias, with the character of a qualitative investigation, this research aims to analyze the process of construction of Written Production Analysis Tasks, as well as to characterize this process. The data to be analyzed emerged of the tasks developed by Undergraduates and Teachers who teach Mathematics in a course about Written Production Analysis Tasks. After analysis, it was found that the existence or not of experience at the time of the construction of the tasks became irrelevant, on the other hand it sketched the motivation in choosing the content of task. At the end it was possible to characterize substantially of Written Production Analysis Tasks, as an action whose progressivity in its elaboration leads to a practice of interaction and reflection.