Resumo

BROCARDO, Joana; DELGADO, Catarina; MENDES, Fátima  e  PONTE, João Pedro da. Teachers’ actions and mathematical reasoning development during the collective discussion of a task. Educ. mat. [online]. 2022, vol.34, n.2, pp.101-133.  Epub 10-Mar-2023. ISSN 2448-8089.  https://doi.org/10.24844/em3402.04.

This article seeks to characterize the teacher’s actions of in whole-class discussions, which promote the development of mathematical reasoning, and to identify possible relationships between these actions and mathematical reasoning processes. In addition to these aims, it intends to propose a model that integrates specific characteristics of these actions and shows those related to mathematical reasoning processes. The methodology is interpretive and the data are collected from the recording, on video, of the moment of whole-class discussion of a task, in a class of a grade 5 teacher. Data analysis allowed to specify six types of teacher actions associated with the moment of work in the classroom (Invite, Support, Guide, Challenge, Inform and Suggest), as well as the potential of each of them in the development of students’ mathematical reasoning processes. It also allowed to evidence the interrelation between some of these types of actions in view of such development.

Palavras-chave : Teacher actions; mathematical reasoning processes; whole-class discussions; mathematical tasks.