Validating the constitution of mathematical knowledge through exploratory and investigative tasks in the classroom

The discourse encouraging the validation of mathematical knowledge established in the classroom is recurrent in literature. From this premise, this work, aims to understand how it is expressed in teaching practices through exploratory and investigative tasks found in scientific productions published in journals. The research approach is qualitative, according to the phenomenological view, and the interpretation of the data is hermeneutic. On this occasion, the validation of mathematical knowledge constituted exploratory tasks, and investigative tasks proved to be absent, such as language, empirical practice, social practice, and demonstration. Although they may be related, how validation manifests shows us distinct epistemological dimensions, as it contemplates different techniques and levels of formality to communicate the legitimacy of the constituted knowledge.