Mathematics Teaching in the Early Grades: learning from a teacher in the context of investigative tasks

Abstract

This article presents reflections on the viability of use of investigative tasks in mathematics teaching in elementary school through comprehension of strengths and weaknesses in this area of application, starting from a teacher's actions and hindsight. The data were obtained from the teacher and students (8 and 9-year-olds) of a forth-grade class from a Brazilian public elementary school. The main components of the data are the following: interviews, audio, and video recordings, a questionnaire and reports done by the teacher and students' records. Some of the identified potentialities are: encouragement to autonomy and creativity; development of students' argumentation and registering skills; search for different strategies mobilizing math knowledge. Limitations were also identified such as time to develop the tasks; break time between classes; children's lack of experience with argumentation and registering; unpredictability generated by the openness of the proposal. The potentialities raised point out to a possibility of using these tasks in the early grades, contributing not only to mathematics learning, but also to the development of competences such as respect and autonomy. The limitations observed were either overcome or minimized in many moments through the teacher's reflexive attitude and through team work.

Keywords:
Investigative Tasks; Mathematics Teaching; Early Grades