A Utilização das Demonstrações Matemáticas no Ensino Médio

Abstract

This quantitative study aims at investigating the use of mathematical demonstrations in High School as a methodological tool, whether it happens and why. Based on the works of Gomes (2013), Sousa (2010), Pietropaolo (2005), the “Base Nacional Curricular”, among others, we reinforce the importance of using such tool and seek to promote reflection among teachers who do not use it. The instruments for data collection were a questionnaire answered by 23 teachers who work in public schools in Caicó-RN. Results show there is consensus regarding the importance of mathematical demonstrations, yet, few teachers use them due to busy course schedules and their heavy workload. Since this is a recurrent theme in academic events about teaching, more research should be conducted to further investigate how to explore the construction of meaning among other pedagogical tools like mathematical history, mathematical modeling, and class demonstrations.