Abstract

SERRAZINA, Lurdes; RODRIGUES, Margarida  and  ARAMAN, Eliane. Involving students in mathematical reasoning processes: teacher actions. Psicol. pesq. [online]. 2020, vol.14, n.1, pp. 18-36. ISSN 1982-1247.  http://dx.doi.org/10.34019/1982-1247.2020.v14.27570.

Reasoning is a key ability to develop from the early years of schooling. This article assumes mathematical reasoning as being the ability to make justified inferences, that is, to use already known mathematical information to reach new conclusions. Patterns of interaction between a teacher and her 2nd graders in the discussion of an additive mathematical task will be analyzed. The study adopts a qualitative methodology within the interpretative paradigma. We conclude that the teacher's questions focus on key aspects of reasoning, guiding the students to processes of justification, generalization and exemplification. On this route, the teacher's actions were crucial in challenging the students to present justifications of the numerical relationships identified, not only favoring but also extending their mathematical reasoning.

Keywords : Mathematical reasoning; Teacher actions; Primary education.

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