Problematization and growth mindset in the context of mathematics learning in the early years Of elementary school

Abstract

This article presents the results of a master's research aimed at identifying potentialities for mathematical learning in early years of Elementary School students, emphasizing problematization and the development of growth mindsets in mathematics. The research was conducted through mathematics workshops with 3rd-grade students at a state school in Bagé, Rio Grande do Sul. Through the theoretical-methodological support of action research, the workshops facilitated the production of research data and were organized to provide students with moments of mathematical literacy and interaction with their personal experiences. The data analysis context followed the theoretical perspective of the development of mathematical mindsets: fixed mindset and growth mindset. The results showed that problem-solving, from the perspective of a growth mindset in mathematics, fostered a more active and participatory environment. With the presence of collaborative work and open problem-solving, students found tools for hypothesis construction and understood that making mistakes is part of learning, as errors stimulate the brain. On the other hand, routine activities favored a more procedural mathematics class, lacking meaning or connection with reality. Finally, we concluded that it is necessary to stimulate children from an early age with complex activities to foster effort and active participation in the construction of mathematical knowledge.