Problematização e mentalidades de crescimento no contexto da aprendizagem matemática nos anos iniciais do ensino fundamental

Abstract

The Initial Years of Elementary School play an important mediating role between the phases of schooling, as it is the space for children to initiate themselves into the world of formal learning. Furthermore, mathematical literacy, a process that results from the act of reading mathematics, is influenced by the literacies to which the subjects were introduced, and in which repertoires were constructed to meet learning and social demands. However, the problem that arises points out that, almost always, school mathematics is still approached in a way that is disconnected from the students' reality, which gives this content a tone of anachronism. Therefore, the objective of this research is to enhance mathematical learning in students in the early years of Elementary School by emphasizing problematization and the development of growth mindsets in mathematics. In view of the announced problematization, the research establishes its studies on mathematical mentalities, since the offer of activities that prioritize articulation with reality, criticality, reflection and creativity influence the students' mathematical learning process, in addition to contributing for developing growth mindsets. In view of this, the methodological option is qualitative research, of the exploratory type, whose procedure is based on action research, through instruments such as participant observation, collective interviews and pedagogical workshops that configure the production of data from search. The research subjects are students from a public school, specifically from a third-year class in the Initial Years of Elementary School. For data analysis, we opted for discursive textual analysis, using the Iramuteq software. Finally, considerations are presented about the experiences lived during the workshops, moments that shed light on the children's attitudes towards a fixed mindset and a growth mindset in mathematics. The considerations point to the need to value and encourage student participation in the construction of collective, creative and challenging mathematics, in which everyone can contribute their skills to, together, learn high-level mathematics.