Desenho de tarefas matemáticas na perspectiva da criatividade

Abstract

This research was accomplished in a collaborative work group, whose objective was to investigate how teacher’s creativity occurs on mathematics task design and how this process contributes to their formation. This study, with qualitative nature, had the participation of five math teachers and one pedagogue who, together in a formative process, resorted to official’s curriculum documents and to mathematical task design literature, of area and perimeter and the creativity to design mathematical tasks. The research results point the teachers have difficulties to design open tasks, authentic/originals, because of the restrict formation that they received about design tasks and creativity. Still, the results point as difficulties the time for creation, the time for studies dedication and the gaps on mathematical knowledge, among other factors. However, teachers show potential in the rich redesigns that they creative inspired and supported by rich and creative models, showing us that formation spaces contribute significantly to practical reflection.

Keywords: Tasks design, Creativity, Math teaching.