Resumen

TREVISAN, André Luis; NEGRINI, Mariana Vasconcelos; FALCHI, Bárbara de  y  ARAMAN, Eliane Maria de Oliveira. Teacher’s actions for the promotion of mathematical reasoning in differential and integral calculus classes. Educ. Pesqui. [online]. 2023, vol.49, e251659.  Epub 19-Mayo-2023. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634202349251659.

Considering the development of reasoning as a central aspect in the process of learning mathematics, understanding ways to promote it and actions performed by the teacher in this process are important issues for investigations. In order to deepen these discussions, this article aims to understand how teacher’s actions can contribute to mathematical reasoning students’ development who study differential and integral calculus. Assuming a qualitative perspective of interpretative nature, we analyzed a class of this subject, in which it was promoted a discussion about an exploratory task involving a water and salt mixture concentration varying by the time, and, from it was introduced the concept of rational function and its long-run behavior. Six class excerpts are analyzed, based on a framework which classifies teacher’s actions from four categories (inviting; guiding/ supporting; informing/suggesting; and challenging). As results, we recognized a continuous and increasing movement in the teacher’s actions during the conduct of the discussion, highlighting the implications for the mathematical reasoning students’ development and the concept of rational function understanding.

Palabras clave : Mathematics teaching; Differential and integral calculus teaching; Mathematical reasoning; Teacher’s actions.

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