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Andreia Filipa Dos Santos Gomes
Universitade de Minho
This report, developed in the context of the curricular Internship, part of the Study Plan for the Master in Teaching of Elementary School and in Teaching of Mathematics and Natural Sciences in Middle School, seeks to understand the contribution of mathematical argumentation in learning Geometry topics from students in the Elementary School and Middle School. In order to achieve this goal, the following research questions were formulated: (1) What types of arguments do students use in the learning activities of Geometry topics? (2) What difficulties do students have when they have to use mathematically argumentation in their activities? (3) What perceptions do students have about mathematical argumentation in the learning of Geometry topics? In order to answer these questions, information was collected through the following methods of data collection: students’ answers and inputs; class issues; audio recordings of classes; and questionnaires.
The pedagogical intervention was carried out in two different school contexts, in the 2nd grade of an elementary school and in the 5th grade of a middle school.
The obtained results show that students use, preferably, symbolic arguments, tending to present conjectures, sometimes justifying them, but not always prove the mathematical results they obtain. The main difficulties that students manifest when arguing mathematically are mainly due to the lack of predisposal to share their ideas, their arguments, not because they do not feel capable of doing so, but mainly because they are afraid of failing before others. The students perceive the mathematical argumentation in the learning of Geometry topics as something positive, realizing the significant value that it has in their learning process, referring that their practice enabled them to better understand the Geometry topics that were being studied and made their learning process more significant because this was performed with reciprocity.