Escritas de alunos em aula e a aprendizagem Matemática

Abstract

This dissertation, developed in the Post-Graduate Program in Science and Mathematics Teaching - Professional Master's Degree - UFPel, aimed to analyze students' writing about concepts and activities worked on in Mathematics classes, trying to identify if there is and how the development of metacognitive skills. For that, the practice of writing was promoted in the classes of Mathematics, in the form of metacognition passbooks. Through this support we sought to analyze what these writings reveal about the learning or about the contents developed in the class by the teacher. The participants of the research were the students of a 9th grade class in the 2016 school year of a municipal public school in São Lourenço do Sul, Rio Grande do Sul. These students were very participative and willing to participate in new proposals and / or methodologies presented by the teacher. The research was developed in the area of Mathematics education in a qualitative approach, considering the whole process, as the student learned and was also considered the final result, which he learned. For data analysis, the ATD (Discursive Textual Analysis) was used. Reflecting on these assumptions, the development of this research seeks to portray the writing in Cadernets of Metacognition in Mathematics classes. Based on the results obtained, it was verified the stimulation of integrating Mathematics with writing, and this integration was carried out through the students 'description of the class, thus it was possible to identify a metacognitive exercise in the students' writings.