DISCOURSES IN MATH CLASSES AND BUILDING BARRIERS TO THE DEVELOPMENT OF SHARED CREATIVITY
Keywords:
creativity in mathematics, shared creativity in mathematics, discourse, mathematics teaching, power relations.Abstract
Aware that classrooms are traversed by asymmetrical power relations perceived in the discourses and constructed and reproduced through them, we discuss in this paper the effects that these power relations have on the development of creative mathematical skills and shared creativity in math when students work in groups. Therefore, the aim of this study was to analyze the barriers to shared creativity in mathematics that emerge in the discourses originated in the interaction moments of 5th grade students when solving open mathematical problems, using the Critical Discourse Analysis (ADC). We identified the following barriers in student discourse: Excessive criticism, Early criticism, Disbelief of students perceived as bad in math, Fear of participating, Lack of critical evaluation of ideas, Ignored ideas, Intolerance to error and negative self-image. It is concluded that the class configuration, with few interactions during the class and with few opportunities to internalize the worked mathematical concepts, directly interfered with the power relations established in the studied class and emerged in the analyzed discourses, resulting in unfavorable situations for effective learning due to the production of barriers to shared creativity in mathematics. Thus, there are two challenges for the current teacher: a) offer opportunities for the development of mathematical knowledge creatively and b) install spaces for enhancing shared creativity through the removal of barriers.Downloads
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