THE USE OF EXPLORATORY-INVESTIGATIVE MATHEMATICS ACTIVITIES IN A 3RD-GRADE ELEMENTARY SCHOOL CLASS

Abstract

This study aims to analyze the potential of exploratory-investigative activities for mathematics learning in a 3rd-grade elementary school class. Conducted with a qualitative approach, it uses observations and autobiographical narratives as data collection methods. Authors such as Ferreira (2012), Araújo (2000), Mascarin (2017), and Santos (2016) underpin the research. The results reveal that, although pedagogical practices involving playfulness and exploratory activities are engaging and meaningful, there is still a prevalence of traditional approaches in the classroom. However, the research indicates that exploratory-investigative lessons have the potential to promote positive advancements in student development, providing a more spontaneous, engaging, and dynamic approach, with significant changes in classes and encouraging students to build different forms of knowledge.