Numerical expressions: construction, participation and conceptualization

Abstract

The process of developing mathematical concepts is not a simple task, either because of the choice of teaching methodology or because of the developments that need to take place during lessons in order to achieve the learning objectives. This is how our study came about, with the aim of investigating the process of conceptual development of numerical expressions in high school students at the Federal Institute of Rio Grande do Norte/Campus São Paulo do Potengi (IFRN/SPP). To this end, we used the idea of reconfiguring the classroom, related to the involvement of students in a construction process with aspects of creativity and problem-solving proposals. As a theoretical-methodological framework, we used a qualitative, constructive and interpretive analysis, based on the precepts of active methodologies (Maker Culture). In this way, we believe that the students understood the process of creating numerical expressions and re-signified other concepts that emerged during the classes.