Use of Mathematical Investigation in Sixth Grade Classes of Elementary School with the Activity Exploring with Numbers

Abstract

This paper presents a reflection and a report of a classroom experience on the use of the mathematical investigation teaching methodology for learning in basic education, with the aim of understanding what possibilities and gains the use of mathematical investigation activities can offer in sixth grade classes in the final years of elementary school. Referenced by learning environments and Critical Mathematics, the moments of a mathematical investigation class are composed of open activities where the student formulates and answers their own questions, on a theme proposed and mediated by the teacher. The activity proposed and reported in this text was entitled Exploring with Numbers, and was carried out in mathematics classes, with the aim of motivating and encouraging the practice of mathematical investigation with students and, at the same time, analyzing the way in which students carried out the investigation process and, thus, analyzing its effectiveness, in order to improve teaching practice and student learning. Regarding the methodology, the work had a qualitative approach and, regarding the objectives, the approach was exploratory. It was observed that the students were effectively involved in the process of mathematical investigation, presenting during its completion important aspects for the development of logical mathematical thinking and skills expected for the subject, such as the ability to argue, solve problems and write in mathematical language. The use of mathematical investigation enables the teaching of mathematics in a critical and understanding way.