Tarefas exploratório-investigativas para o desenvolvimento do pensamento algébrico nos anos iniciais: uma experiência para se pensar a relação ensino-aprendizagem-avaliação

Abstract

This research aimed to investigate the manifestations of students in the early years in relation to the potential of exploratory-investigative teaching-learning-assessment tasks for the development of algebraic thinking. The theoretical contribution that guides this study is in the debates regarding the assessment for learning and the exploratory-investigative tasks in the field of algebraic thinking. The investigative activities were developed in a public school of regular education located in a peripheral neighborhood of the city of Belém/PA, in a class of the 4th year composed by 24 students, being 13 boys and 11 girls, aged between nine and ten years. The class was chosen because the students had not yet experienced experiences involving activities for the development of algebraic thinking. The investigative path was of a qualitative nature. It was based on the analysis of the development of tasks, considered as teaching-learning-assessment, carried out in the classroom by groups of students. Themes such as evaluation in the formative perspective (BLACK; WILLIAM, 1998; FERNANDES, 2009, 2011; VILLAS-BOAS, 2008), exploratory-investigative tasks (OLIVEIRA; PONTE, 1995) and the development of algebraic thinking (BLANTON; KAPUT, 2005) the theoretical framework of this research. In this sense, the exploratory-investigative tasks proved to be conducive to being worked on in the early years, mainly because it boosted the investigative spirit of students, so necessary for Mathematics, from its origin to the present day. They proved to be satisfactory to be worked on in the early years, mainly because they boosted the students' investigative spirit, they were also relevant and essential to articulate teaching-learning-assessment, through feedback directed to the development of algebraic thinking.