Involving students in mathematical reasoning processes: teacher actions
DOI:
https://doi.org/10.34019/1982-1247.2020.v14.27570Keywords:
Mathematical reasoning, Teacher actions, Primary educationAbstract
Reasoning is a key ability to develop from the early years of schooling. This article assumes mathematical reasoning as being the ability to make justified inferences, that is, to use already known mathematical information to reach new conclusions. Patterns of interaction between a teacher and her 2nd graders in the discussion of an additive mathematical task will be analyzed. The study adopts a qualitative methodology within the interpretative paradigma. We conclude that the teacher’s questions focus on key aspects of reasoning, guiding the students to processes of justification, generalization and exemplification. On this route, the teacher's actions were crucial in challenging the students to present justifications of the numerical relationships identified, not only favoring but also extending their mathematical reasoning.
Downloads
References
Lannin, J., Ellis, A. B., & Elliot, R. (2011). Developing essential understanding of mathematics reasoning for teaching mathematics in prekindergarten-grade 8. Reston, VA: National Council of Teachers of Mathematics.
Mata-Pereira, J., & Ponte, J. P. (2018). Promover o raciocínio matemático dos alunos: Uma investigação baseada em design. Bolema, 32(62), 781 - 801. Doi 10.1590/1980-4415v32n62a02.
Ministério da Educação (2018). Aprendizagens Essenciais. Matemática, 2.º ano. Lisboa: DGE. Consultado a 18 de julho de 2019, em http://www.dge.mec.pt/aprendizagens-essenciais-ensino-basico.
Morais, C., Serrazina, L., & Ponte, J. P. (2018). Mathematical reasoning fostered by (fostering) transformations of rational number representations. Acta Scientiae, 20(4), 552 – 570. Doi 10.17648/acta.scientiae.v20iss4id3892.
National Council of Teachers of Mathematics (2017). Princípios para a ação: Assegurar a todos o sucesso em Matemática. Lisboa: Associação de Professores de Matemática. (Obra original em inglês publicada em 2014)
Ponte, J. P., Carvalho, R., Mata-Pereira, J.; & Quaresma, M. (2016). Investigação baseada em design para compreender e melhorar as práticas educativas. Quadrante, 25(2), 77 – 98.
Ponte, J. P., Mata-Pereira, J., & Quaresma, M. (2013). Ações do professor na condução de discussões matemáticas. Quadrante, 22(2), 55-81.
Stylianides, G. (2009). Reasoning-and-proving in school mathematics textbooks. Mathematical Thinking and Learning, 11(4), 258-288. DOI: 10.1080/10986060903253954.
Wood, T. (1998). Creating classroom interactions for mathematical reasoning: Beyond “natural teaching”. In P. Abrantes, J. Porfírio, & M. Baía (Orgs.), The interactions in the mathematics classroom, Proceedings of the CIEAEM 49 (pp. 34-43). Setúbal: Escola Superior de Educação.