Abordagem exploratória no ensino da matemática nos anos iniciais do ensino fundamental: uma revisão de literatura

Abstract

This research approaches the exploratory approach in Mathematics teaching in the early years of Elementary School. We carried out the investigation on the Brazilian research, guided by the goal to analyze and understand the exploratory approach, highlighting the contributions of the perspective to the teaching and learning of Mathematics in the early years. Also, the research presents a contextualization about this approach, its definitions, stages and theoretical principles. The theorists who constituted the basis of our research are João Pedro da Ponte (2021), Ana Paula Canavarro (2011, 2012, 2013, 2014), Luís Menezes (2012, 2013, 2014), Helia Oliveira (2012, 2013, 2014) and Adriana Richit (2021). The research methodology is qualitative, based on literature review, through which we carried out a mapping of theses and dissertations in the national collection of the Digital Library of Theses and Dissertations – BDTD. The analysis, based on Bardin's (2016) content analysis method, consisted of identifying elements from the research corpus that could respond to the research problem. In next stage, we read this material and coded the excerpts identified in the previous phase. The selected parts were grouped together according to the perspective of response to the research problem that they approached, constituting the categories of analysis. The categories discussion, carried out from the fragments that bring remnants of the exploratory approach, originated the sections that explain the principles of this approach evidenced by the analyzed thesis and dissertations. The analysis highlights some exploratory approach contributions to the teaching and learning of mathematics in the following themes: creating opportunities for the construction of contexts for mathematics learning; to provide students with opportunities for mathematical investigation, the formulation of hypotheses and the communication of ideas and; finally, to promote mathematical learning from the formulation of conclusions and construction of concepts. We conclude that even the analyzed researches do not focus directly with this thematic, the exploratory approach is present in the area' research, and in the classrooms, but sometimes without being defined in this way.