Objetivos e ações no ensino da matemática : investigando a coerência e os níveis de complexidade avaliados

Abstract

This study aims to investigate the coherence between Mathematics teacher’s objective and action based on Bloom’s taxonomy precisely the levels of complexity in mental operations. The sample involved four teachers and four middle school classrooms. The aim of the study is the relationship between the teacher’s aim and the timing requested to the pupils both during the lessons and the examination. The chosen content was the operations in the field of natural numbers (N), relative entire numbers (Z), rational numbers (Q) and real numbers (R) to the5th, 6 th, 7 th and 8 th grade respectively. The focus of the research is the description and interpretation of the process through a quantitative-qualitative methodology. The results show that there is coherence, between the intentions shown in the teacher’s aims and the actions asked to the pupils but the level of mental operations is low. The teachers haven’t attempted to the necessity and importance of teaching the different and increasing levels of complexity in the mental operations as the way of helping the pupil to take part in the process of knowledge construction. This study points out the teacher’s probability of better improving the teaching process as much as they know the pupil’s cognitive development.