Characterizing exploratory mathematical tasks

Abstract

Taking into account the central role that tasks play in Exploratory Mathematics Teaching practices, this article shows the results of a bibliographic study carried out with the aim of discussing and summarizing characteristics of exploratory tasks that can contribute to practices in this perspective. The elements identified are detailed in the review process and, in the conclusions, summarized in a table, properly articulated to descriptors and exploratory activities, which gives them the potential to guide actions of elaboration, adaptation or selection of exploratory tasks for Exploratory Mathematics Teaching practices. Thus, it is concluded that the results systematize elements that both can be considered both by teachers and guide materials designers for the design and adaptation of tasks that offer appropriate conditions for exploratory practices, and by teachers in guiding actions and interventions in line with the activities expected from students.