Os porquês matemáticos na prática docente: importância, concepção e conhecimento do professor.

Abstract

<p>This research aimed to investigate how the mathematical ‘whys’ are considered by the teachers in the teaching practices regarding both the answers given to students’ questions and the discussion of relevant mathematical questions. Students’ inquiries during class are excellent opportunities for exploring and understanding concepts, and it makes learning more meaningful. Knowledge construction arises comes especially from learners’ curiosity about something. This triggers a process of looking for answers to interesting mathematical questions. This project is a case study and it has a qualitative nature. Research data were collected based ona questionnaire applied to a group of eight Mathematics teachers from the Paraíba public school system. Results showed that teachers give a great importance for the mathematical whys. However, there are very few whys in mathematics classes, therefore, it is necessary toencourage students to ask questionsduring the learningprocess. As for the teachers’ answers to the mathematical whys presented to them, conceptual and didactic limitations were observed in the exploration of the four mathematical whys concerning basic education themes , and it indicates problems in the formation process.</p>