CALCULUS TEACHING, MATHEMATICAL REASONING AND THEIR PROCESSES: WHAT IS SHOWN ABOUT THIS RELATIONSHIP IN THE CNMEM’S RESEARCH

Abstract

In this work, we assume a phenomenological stance of investigation, guided by the question: What is shown in the research presented in editions VII, VIII, IX, X and XI of CNMEM on the teaching of Calculus, mathematical reasoning and its processes? We analyzed experience reports and scientific communications published in the annals of the last five editions of CNMEM, which reported developing some Modeling practice in calculus disciplines. Three categories emerged from the phenomenological reduction process, namely: C1 - On the context of the proposed activities developed; C2 - Indications of the mathematical reasoning developed by the students and C3 - On the role of the Teacher. Our understandings reveal, among other aspects, that most of the proposals made within the discipline of calculus are specific, in addition, our understandings indicate that there is no theoretical contribution from researchers who are dedicated to researching the mathematical reasoning cited in the analyzed works.