| Tóm tắt: | Eng: The objective of this proposal is to develop mathematical thinking in the learning of some
counting techniques. The research has a qualitative approach, under the action-research design
with the use of instruments such as participatory observation, open-ended questionnaire and the
application of a system of activities to communities of practice conformed by seventh graders. The
results show that when the teacher confronts a group of students with the construction of their own
concept in mathematics based on problems, they respond effectively, reflecting on the experience
accumulated in failed and successful attempts. This shows that mathematical reasoning can be
improved with practice and reflection, allowing teachers to take advantage of environments in
which questions, contradictions, tensions and surprises enrich their practice and become essential
elements that change the way of seeing and feeling mathematics in their students.
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