Análise de tarefas cognitivamente desafiadoras em um processo de formação de professores de Matemática
Analysis of cognitively challenging tasks in a process of mathematics teacher education

Cristina Cirino de Jesus, Márcia Cristina de Costa Trindade Cyrino, Hélia Oliveira

Resumo


Neste estudo investigamos que aspectos da natureza de tarefas cognitivamente desafiadoras são considerados por professoras de Matemática, participantes da “Comunidade de Prática de Professores de Matemática Analisando e Refletindo o Ensino de Matemática” - CoP-ProfMARE. Este estudo constitui-se como uma pesquisa qualitativa com características de pesquisa intervenção. Os resultados evidenciaram que as professoras consideraram três aspectos associados à natureza de uma tarefa cognitivamente desafiadora, como aquela que: (i) permite ao aluno construir suas próprias estratégias, (ii) mobiliza o aluno para que explique suas estratégias e justifique seu pensamento e (iii) não explicita um modo de resolução. As reflexões compartilhadas no processo de formação possibilitaram às professoras conhecer as características e as potencialidades de uma tarefa cognitivamente desafiadora e compreender a relevância do papel do professor no trabalho com esse tipo de tarefa, para promover processos de ensino e de aprendizagem centrados no entendimento dos alunos.


In this study we investigated the aspects of the nature of cognitively challenging tasks that are considered by mathematics teachers, as participants of a community of practice. The study is a qualitative research with characteristics of intervention research. The results show that teachers considered three aspects associated with the nature of a cognitively challenging task, such as: allowing the student to construct their own strategies, mobilizing the student to explain his/her strategies and justify his /her thinking and does not specify a way of solving. The shared reflections in education process allowed the teachers to understand the characteristics and potentialities of a cognitively challenging task, as well as the important role of the teacher in promoting teaching and learning processes centered on students’ understanding.



Palavras-chave


Formação de professores de matemática; Tarefas cognitivamente desafiadoras; Perspectiva do Ensino Exploratório

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Referências


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DOI: https://doi.org/10.23925/1983-3156.2018v20i2p21-46

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