Math tasks in the perspective of exploratory teaching in a teacher training experience

Abstract

This article analyzes some math tasks in the perspective of exploratory teaching. The following is questioned: How have the tasks been carried out, in the perspective of the exploratory approach? What types of math tasks were carried out? It is based on a qualitative nature research, in a subject in a Math Undergraduate course, in the context of a teacher training of a Post-Graduation course in southern Brazil. The data was collected through tasks planned for the subject, field notes, students’ writings and pictures. The analyses consider the nature of the tasks and the teaching of Math. The results show that the variation of tasks contributes for different learning, such as regarding math knowledge, the exploration manipulable materials, the recovery of previous knowledge, the discussion of basic education knowledge and, is carried out through exploratory approach, considering the stages (introduction, autonomous work, collective discussion and systematization), enable students to build their own math knowledge and develop mathematical reasoning, besides contributing with the exploration of mathematical representations, with the communication and peer learning. It can be concluded that the development of tasks, in the perspective of exploratory approach is different from other traditional approaches, mainly due to the way the class is conducted, the selection of tasks and the involvement of the subjects (students and teacher).