ESTUDANTES SUPERDOTADOS MATEMATICAMENTE HABILIDOSOS: UMA PROPOSTA DE TRABALHO POR MEIO DA INVESTIGAÇÃO MATEMÁTICA

Abstract

The Education scenario contemplates great diversity, revealed by social, cultural and economic characteristics. Approaching this context of teaching and learning, we find different rhythms and ways of learning, which form increasingly heterogeneous classrooms. Among the profiles of students, those with high abilities or giftedness (AH/SD), already identified or not, and who, due to several misconceptions, are forgotten and invisible, have the development of their skills hampered because of this situation. Specifically in the area of mathematically skilled gifted students, studies such as those by Jelinek and Silva (2017) and Ferreira (2020) emphasize the scarcity of academic production in the area. Therefore, this work focuses on these students, as part of the target audience of Special Education, seeking strategies for Specialized Educational Assistance (AEE), based on proposals that allow the expression of creativity and put mathematical skills in evidence to explore and leverage. Thus, the guiding question of the work is: How do mathematically skilled gifted students, regularly enrolled in Elementary School, in their final years, solve exploratory tasks through the Mathematics Investigation Teaching Methodology? We seek an intense understanding of the subject with AH/DS, in addition to their cognitive characteristics, which we highlight through multidimensional aspects for giftedness, according to Pfeiffer (2002, 2013, 2015) and Kuipers (2007, 2011, 2020), and , within the scope of Mathematical Research (IM), through the studies of Ponte et al. (1998, 2002, 2020). The work is qualitative and interpretive, with an exploratory design, and had the participation of 5 (five) mathematically skilled gifted students from Elementary School, from the final years, enrolled in the Core of Activities for High Skills/Giftedness (NAAH/S) from Londrina, Paraná. The work was fully developed online due to the Coronavirus Pandemic, SARS-COV-2. From the Content Analysis, by Bardin (2016), with the IM tasks developed through the educational product applied during this work, it was possible to highlight 6 (six) categories, namely: (a) integration of IM stages; (b) immediacy in justifying conjectures; (c) consistency in mathematical vocabulary; (d) error recognition; (e) own style of thinking; and (f) opening for curricular improvement. Such categories enhance the expression of typical traits of mathematically skilled gifted students, enabling work in an environment where mathematics is built and not just provided.