A Escrita Matemática nos Anos Finais do Ensino Fundamental: Análise dos Desafios e Estratégias no Contexto da Resolução De Problemas em Uma Escola Pública de Água Branca/PI

Abstract

Mathematics learning is not limited to performing calculations; it also involves the ability to organize, justify, and communicate mathematical reasoning. This study investigates mathematical writing as a strategy for enhancing learning in the final years of Elementary Education, analyzing the challenges faced by students and the contributions of a pedagogical intervention based on geometric problem solving. Mathematical writing is understood as an essential tool for organizing reasoning, communicating strategies, constructing arguments, and promoting knowledge building, going beyond the mere recording of calculations. The research aimed to investigate how mathematical writing, used in the context of problem solving, contributes to the organization of reasoning and the communication of strategies among ninth-grade students from a public school in Água Branca, Piauí, Brazil. This qualitative study was conducted through an eight-session pedagogical intervention grounded in the theoretical contributions of Pólya, Duval, and Vygotsky. Data were collected through diagnostic activities, field notes, a didactic sequence, and a final assessment, and analyzed using Bardin's Content Analysis. The findings revealed significant improvements in the organization of mathematical reasoning, the use of multiple representation systems, the production of written justifications, and mathematical communication during problem solving. Students demonstrated greater clarity in structuring solutions, increased use of geometric representations, and stronger mathematical argumentation, indicating that mathematical writing promoted reflection, reasoning, and learner autonomy. It is concluded that the systematic incorporation of mathematical writing into Geometry classes represents an effective pedagogical strategy for fostering mathematical literacy, promoting meaningful learning, and improving teaching practices in Basic Education.