Banca de DEFESA: EWELLYN AMANCIO ARAUJO BARBOSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : EWELLYN AMANCIO ARAUJO BARBOSA
DATE: 14/09/2023
TIME: 10:00
LOCAL: HIBRIDO - CEDU E MEET
TITLE:

Argumentation in classes on probability in the 5th year of elementary school: a proposal for a mathematical investigation

KEY WORDS:

Argumentation; Probability; Discursive patterns; Mathematical Research; early years.

 

PAGES: 415
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

The National Curricular Common Base (BNCC) considers argumentation essential in the learning process, placing it as one of the general competences to be developed throughout Basic Education. In this sense, the present research aims to analyze what contributions the argumentative process in Probability classes in the 5th year of Elementary School can bring to the development of probabilistic thinking. Therefore, we carried out a qualitative research characterized by an intervention, in which a learning path with tasks and games was elaborated, in a mathematical investigation perspective (PONTE, 2003, 2005), involving concepts of probability, being applied to the 5th grade class. year of Elementary School at a private school in Maceió (AL). Based on discursive patterns such as the I-R-F (Initiation-Response-Feedback) and the I-R-A (Initiation-Response-Assessment) and on the argumentation models proposed by Toumin (1958) and Kosko (2018), we were able to analyze the discursive interactions of students while performing the tasks. Thus, we consider the theoretical constructs of Bardin (2011) on content analysis and of Caregnato and Mutti (2006) on discourse analysis as a data analysis instrument. The results showed that the researched group does not have the habit of arguing in Mathematics classes, since teaching is centered on solving exercises and problems in order to obtain a numerical answer without discussing it, which deprives students of the possibility of argumentation and exposition of reasoning, either orally or in writing. However, it was found that by using mathematical investigation strategies for learning the concepts of probability, with questions that allow for the argumentation and breaking of the I-R-F and I-R-A triad, students were able to substantiate and organize ideas that they were not able to expose before. In addition, the researched group showed resistance to the development of written arguments, certainly due to the absence of text production in Mathematics classes, as well as the preponderance given by social media to visual and oral aspects, in which short sentences with abbreviated words, make students' vocabulary smaller, which does not allow for the construction of conjectures and more robust justification structures. Finally, we also identify discursive patterns that escape triadic interaction (I-R-F and I-R-A), allowing for more consistent arguments to be triggered, which go beyond pure opinion, but which are based on criticality, defense, refutation, hypotheses and guarantee of what is being said or written, and it was demonstrated that the researched group managed to evolve in relation to the domain of the concepts of probability, concluding that the learning path contributed significantly in this process, recommending that teachers stimulate discursive interactions during classes of Mathematics so that argumentation becomes part of the teaching-learning process.

COMMITTEE MEMBERS:
Presidente - 1049316 - CLAUDIA DE OLIVEIRA LOZADA
Interno(a) - 3198794 - ELTON CASADO FIREMAN
Externo(a) à Instituição - SUZI SAMÁ - FURG