Abstract:
This paper presents the results of a research that discusses the students’ knowledge mobilization and the referral of the resolution of investigative activities in Mathematics classes mediated by teaching interventions. The position is based on the theoretical contribution of investigative activities, considering them to be essentially open and unstructured, which can cover topics and / or situations of interest to the students and that enable the knowledge mobilization of different natures. Three activities developed by groups of students from three classes of a degree in Chemistry in the discipline of Differential and Integral Calculus I of a public university were analyzed. Through a qualitative interpretative analysis of transcribed statements of episodes-orientation and episodes-presentation, it become evident that the teaching interventions, to a certain extent, cooperate with the evolution of the activity, enabling the sharing of knowledge between teacher and students, and establish relationships between interdependent areas and, at times, direct the activity.
Keywords:
Mathematics education; Investigative activity; Knowledge mobilization; Teachers’ interventions; Higher education