Revisão sistemática de pesquisas brasileiras sobre tipos de tarefas matemáticas

Abstract

The objective of this dissertation is to analyze publications on types of mathematical tasks presented in research, which address students' understanding and teachers' use. Thus, the focus of this investigation is how the four types of mathematical tasks (problems, exercises, exploration and investigation) for students and teachers are addressed in Brazilian research. Thus, we used a bibliographic research, inserted, essentially, in the academic environment, with the intention of developing and updating knowledge. The data were produced through the Systematic Review of Qualitative Literature, having as a bibliographic material bank the national articles published in the Journal Portal of the Coordination for the Improvement of Higher Education Personnel (Capes), with the time frame from 2017 to 2022. The works found were organized, a priori, based on categories, and, through data analysis, it was possible to group the articles into two categories. The results showed that students' participation in contact with tasks, the importance of the investigative process in Mathematics classes, and exploratory teaching enhanced their learning. Working with tasks (problems, exercises, exploration, and investigation) in Mathematics classes has the ability to reach a greater number of students, promoting greater interest in mathematical content. We also identified the importance of teachers being clear about the objectives they intend to achieve when creating or choosing tasks, providing students with an environment conducive to learning. Working with these tasks in initial and continuing education makes it possible to develop an investigative and exploratory space, in addition to providing greater teacher autonomy. These analyses allowed us to understand the importance of working with different types of mathematical tasks in the school context, showing that both students and teachers knew how to take advantage of this resource in their practices or learning.