The student’s autonomy and mathematics’ teaching

Abstract

The present article discusses the autonomy development of a group of forty high school
students, during a learning strategy to work with Arithmetical and Geometrical Progressions. The
results integrate an investigation undertaken during the course and had as one of its objectives, the
construction of pointers and the monitoring of the evolution process related to the students’
autonomy. By the monitoring on of the students’ evolution in each stage of the procedure, the
autonomy indicators were determined. For each indicator the behaviors and degrees were mapped. The
results show that the strategies developed facilitate the students’ participation by questioning; planning
and comunication. The difficulties presented by the students were the oral explanation, the adaptation
to the requirements imposed for the tasks and the compliance of the activities.