Resumo

FARIA, Rejane Waiandt Schuwartz de Carvalho  e  MALTEMPI, Marcus Vinicius. Proportional reasoning in school mathematic. Rev. Educ. Questão [online]. 2020, vol.58, n.57, e-20024.  Epub 12-Ago-2021. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2020v58n57id20024.

This article aims to discuss the relevance of reasoning in school mathematics and the required elements for an activity that privileges proportional reasoning. To this end, we discuss the prominent place of sequence “definition → examples → exercises” in school mathematics. Historically, memorization has been valued in the Brazilian educational scenario and has stolen the protagonist role from reasoning. We address the relevance of proportional reasoning in school mathematics, directing the discussion to the process of elaborating an activity that stimulates it, based on the assumptions of the qualitative research methodology. The conclusions indicate that the necessary elements to stimulate proportional reasoning are: to formulate intentional activities, focusing on qualitative reasoning; elaborate questions based on the multiplicative structure; to privilege situations related to daily life, with transdisciplinary character; to propose a comprehensive and integrated view of the aspects of mathematic using digital technologies from an intradisciplinary perspective.

Palavras-chave : Memorization in mathematics; Final years of elementary school; Mathematic teaching; Mathematic education.

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