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Colaborando a propósito da argumentação na aula de matemática
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Abstract(s)
Este artigo tem por referência um estudo cujos objectivos foram (1) descrever e analisar o trabalho de duas professoras orientado para o envolvimento dos seus alunos em actividades de argumentação matemática; e (2) compreender potencialidades e problemas emergentes do desenvolvimento de um projecto de investigação colaborativa centrado na reflexão sobre as práticas destas professoras. Cada um destes dois objectivos originou um grupo de conclusões. Cinjo-me, no artigo, a conclusões associadas ao segundo objectivo. Em particular, procurarei ilustrar que um trabalho em colaboração cuja equipa inclui pessoas com formações, experiências e perspectivas diversificadas e em que a reflexão sobre a prática tem um lugar privilegiado, pode constituir um contexto significativamente favorável ao desenvolvimento do professor. Com efeito, a análise do discurso das professoras associado à experiência de participação no projecto, permite evidenciar, nomeadamente a emergência de novas perspectivas sobre a argumentação na aula de Matemática e modos de a facilitar, o desenvolvimento da capacidade de reflexão crítica e organizada sobre a própria prática e de competências na área da comunicação e o aprofundamento do conhecimento teórico, do conhecimento didáctico e do conhecimento de si.
This paper is based on a study directed by two goals: (1) to describe and to analyze the work of two teachers who wish to involve their students in mathematical argumentation activities; and (2) to examine the potentialities and problems arising from a collaborative research project which focuses on reflection about these teachers’ practices. Each of these two goals led to a group of conclusions. In the paper I will focus only on the conclusions related to the second goal. Particularly, I intend to illustrate that collaborative work carried out by a team that includes people with different competencies, experiences and perspectives and where reflection upon teacher practice has a privileged place, can be a relevant context for teacher development. In fact, the analysis of the teachers’ discourse concerning their project’s experience reveals the emergence of news perspectives about mathematical argumentation and ways of developing it. It reveals also that they developed communicative competencies and the capacity to reflect upon his practices in a critical and organized way. Finally, it reveals that they deepen their theoretical knowledge, their didactical knowledge and the knowledge about themselves.
This paper is based on a study directed by two goals: (1) to describe and to analyze the work of two teachers who wish to involve their students in mathematical argumentation activities; and (2) to examine the potentialities and problems arising from a collaborative research project which focuses on reflection about these teachers’ practices. Each of these two goals led to a group of conclusions. In the paper I will focus only on the conclusions related to the second goal. Particularly, I intend to illustrate that collaborative work carried out by a team that includes people with different competencies, experiences and perspectives and where reflection upon teacher practice has a privileged place, can be a relevant context for teacher development. In fact, the analysis of the teachers’ discourse concerning their project’s experience reveals the emergence of news perspectives about mathematical argumentation and ways of developing it. It reveals also that they developed communicative competencies and the capacity to reflect upon his practices in a critical and organized way. Finally, it reveals that they deepen their theoretical knowledge, their didactical knowledge and the knowledge about themselves.
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Keywords
Argumentação em matemática Ensino da matemática Trabalho colaborativo Investigação colaborativa Argumentation in mathematics Mathematics teaching Collaborative work Collaborative research
Citation
Publisher
Associação de Professores de Matemática