Investigação matemática na abordagem de progressões: uma análise documental

Abstract

The present work is motivated by the fact that school mathematics often seems limited to the memorization and application of formulas and algorithms. Most of the time, one gets the impression that students only reproduce a sequence of procedures on repeated tasks. Mathematical Investigation proves to be an alternative to this model, as it proposes tasks that lead to the active and collaborative participation of students in their process of building mathematical knowledge, especially promoting the search for the meanings of the contents, not the centrality in the repetition of exercises, and application of formulas. In this sense, the objective of this work is to verify in high school didactic sequences if the way they present themselves for the study of progressions favors the discovery of relationships and the establishment of conjectures, in a process of Mathematical Investigation. For this, a qualitative research will be conducted using the document analysis technique. The documents considered in this analysis are five textbooks approved by the Ministry of Education, in 2018, through the National Program of Books and Didactic Material (PNLD). The aim of this research process is to verify how the didactic sequences that approach the study of progressions are developed and, looking at aspects related to Mathematical Investigation, to show how these materials meet the curricular definitions of the Common National Curricular Base (BNCC) for high school.