Discussion of cognitive demands of mathematical tasks: the resolutions of two 2nd year High School students

Authors

DOI:

https://doi.org/10.14393/BEJOM-v4-2023-69544

Keywords:

Curriculum Development, Cognitive Demands, Mathematical Reasoning

Abstract

The article is guided by the objective of discussing the resolutions of tasks in- volving 1st Grade Polynomial Function, carried out by two High School students from a state school in Minas Gerais. The theoretical framework refers to cognitive demands as the organizing axis of the Mathematics curriculum, as well as the reasoning mobilized by students. The analysis made it possible to identify that they present different reasoning when solving tasks that demand high cognition. The resolutions of one of them show the mobilization of reasoning with low cognition, which can be interpreted as a lack of unders- tanding of the task and concepts; the resolutions of another show the mobilization of more complex reasoning. Such results require teachers to have knowledge regarding the types of reasoning when reading, interpreting, evaluating and selecting tasks in curricular materials when creating learning situations with a view to enabling the formation of concepts and the mobilization of varied reasoning.

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Author Biographies

Cléia Ferreira Niz Rocha, Espaço de Estudos CL Aulas

Currently pursuing a Master's degree in the Graduate Program in Education (Unimontes), specializing in Mathematics Teaching (Universidade Cândido Mendes). Holds a teaching license in Mathematics from Unimontes. Is a member of the Research Group on Curricula in Mathematics Education (GPCEEM), a group dedicated to studying and investigating Mathematics curricula and the teacher-curriculum relationship. The teacher has experience in public, private, and federal education sectors and is currently working as a private tutor.

Jackelany de Souza França D. Machado, Secretaria de Estado de Educação de Minas Gerais

Currently pursuing a Master's degree in Education at Unimontes; holds a degree in Full Teaching Degree in Chemistry from Faculdade do Noroeste de Minas (2009), a degree in Physics Teaching from Universidade Metropolitana de Santos (2018), a degree in Mathematics Teaching from Faculdade de Tecnologia e Ciências da Bahia (2014), a degree in Pharmacy from Universidade Vale do Rio Verde de Três Corações (2005), and a degree in Biological Sciences from Centro Universitário de Jales (2018). Specialized in Science Teaching through Inquiry (ENCI) from Universidade Federal de Minas Gerais (UFMG). Also, holds a postgraduate degree in Special Education from Instituto Superior de Educação Ibituruna-ISEIB. Has experience in the Pharmacy field, focusing on drugstores and medication manipulation, and as a lecturer in the Technical Nursing and Technical Occupational Safety courses at FTC-Faculdade de Tecnologia e Ciências. Currently employed as a Chemistry teacher at E.E. Benício Prates, in Coração de Jesus-MG, within the SECRETARIA DE EDUCAÇÃO DO ESTADO DE MINAS GERAIS. Additionally, is a member of the Research Group on Curricula in Mathematics Education (GPCEEM), where studies and investigations on Mathematics curricula, support materials for curricular development, and the teacher-curriculum relationship are conducted.

Gilberto Januario, Universidade Estadual de Montes Claros

PhD and Master's in Mathematics Education (PUC-SP). Specialized in Teacher Training (IFSP) and Mathematics Education (UnG). Holds a degree in Mathematics (UnG). Professor at the Federal University of Ouro Preto (UFOP). Faculty member of the Graduate Program in Education at the State University of Montes Claros (PPGE/Unimontes). Engages in the initial and continuing education of teachers who teach Mathematics. Vice-President of the Brazilian Society of Mathematics Education, triennium 2022-2025. Leads the Research Group on Curricula in Mathematics Education (GPCEEM), where studies and investigations on Mathematics curricula, support materials for curricular development, and the teacher-curriculum relationship are conducted.

References

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Published

2023-12-29

How to Cite

ROCHA, C. F. N.; MACHADO, J. de S. F. D.; JANUARIO, G. Discussion of cognitive demands of mathematical tasks: the resolutions of two 2nd year High School students. BRAZILIAN ELECTRONIC JOURNAL OF MATHEMATICS, Uberlândia, v. 4, p. 1–11, 2023. DOI: 10.14393/BEJOM-v4-2023-69544. Disponível em: https://seer.ufu.br/index.php/BEJOM/article/view/69544. Acesso em: 23 nov. 2024.

Issue

Vol. 4 (2023): Brazilian Electronic Journal of Mathematics

Section

Articles - Mathematics Education

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Copyright (c) 2023 Cléia Ferreira Niz Rocha, Jackelany de Souza França Durães Machado, Gilberto Januario

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