Os propósitos das perguntas promovidas por professores em aulas de matemática e a participação verbal de estudantes

Abstract

This master's dissertation aimed to contribute to the advancement of understanding the role of communication in the teaching of mathematics. It consists of two independent objectives that guided the development of related empirical studies in the same research area, culminating in the dissertation in a multipaper format. Both articles address qualitative empirical research, guided respectively by the following objectives: to identify and characterize the purposes of questions asked by teachers in mathematics classes and to understand how mathematics teachers' questions in their classes elicit verbal participation from students. To facilitate the accomplishment of the objectives in both studies, the participation of two mathematics teachers from the Lower Secondary Education level in Amargosa, Bahia (BA) city, was sought. The analyses indicate that concerning students, teachers' questions in mathematics classes serve different purposes, such as checking and evaluating their knowledge, stimulating their reflection and critical thinking, obtaining information to ensure the smooth functioning of the class, making requests and solicitations, directing attention to specific aspects of the subject matter, helping them arrive at answers, obtaining their adherence to presented ideas, and exercising disciplinary control. When analyzing the relationship between teachers' questions and students' verbal participation, it becomes evident that the learning environments adopted are intrinsically intertwined with communication. The results of the data analysis indicate that communication established through the questions posed by teachers in mathematics classes followed the sandwich pattern, the question-game pattern, and sometimes showed a lack of verbal participation.