A argumentação nas aulas sobre probabilidade do 5º ano do ensino fundamental: uma proposta de investigação matemática

Abstract

The National Common Curricular Base (BNCC) considers argumentation essential in the learning process, placing it as one of the general skills to be developed throughout Basic Education. In this sense, this research aims to analyze what contributions the argumentative process in Probability classes in the 5th grade of Elementary School can bring to the development of probabilistic thinking. To this end, we conducted a qualitative research characterized by an intervention, in which a learning path with tasks and games was developed, from a perspective of mathematical investigation (PONTE, 2003), involving concepts of probability, and was applied to the 5th grade class of Elementary School in a private school in Maceió (AL). Based on the I-R-F (InitiationResponse-Feedback) and I-R-A (Initiation-Response-Evaluation) discursive patterns and the argumentation models proposed by Toulmin (1958) and Kosko (2018), we were able to analyze the students' discursive interactions while performing the tasks. The results showed that the group studied does not have the habit of arguing in Mathematics classes, since teaching is centered on solving exercises and problems with the purpose of obtaining a numerical answer without discussing it, which deprives students of the possibility of argumentation and exposition of probabilistic thinking, whether orally or in writing. However, it was found that by using mathematical research strategies to learn the concepts of probability, with questions that enable argumentation and the breaking of the triad: Initiation-Response-Feedback and Initiation-ResponseEvaluation, students were able to substantiate and organize ideas that they were previously unable to express. Furthermore, the group studied showed resistance to developing written arguments, certainly due to the lack of text production in Mathematics classes, as well as the predominance given by social media to visual and oral aspects, in which short sentences with abbreviated words reduce students' vocabulary, which does not allow for the construction of conjectures and more robust justification structures. Finally, we also identified discursive patterns that deviate from triadic interaction, allowing more consistent arguments to be triggered, which go beyond pure opinion, but are based on criticality, defense, refutation, hypotheses and guarantee of what is being said or written, and it was demonstrated that the group studied managed to evolve in relation to the mastery of probability concepts, concluding that the learning path contributed significantly to this process, recommending that teachers encourage discursive interactions during Mathematics classes so that argumentation becomes part of the teaching-learning process.