Experimento didático desenvolvimental em matemática no contexto do curso de pedagogia

• Autor(a) principal: Fontes, Mariana da Silva
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Título da fonte: Repositório Universitário da Ânima (RUNA)
• Texto Completo: https://repositorio.animaeducacao.com.br/handle/ANIMA/15235
• topic: Educação Matemática; Experimento Didático Desenvolvimental; Pedagogia; Multiplicação e Divisã

This research, based on Historical-Dialectical Materialism, covers the study of the way of organization of Mathematics teaching based on the Theory of Developmental Teaching, as one of further exchanges of Historical-Cultural Theory. The announced theoretical principles guide the paths taken by the research groups which we are part of: Theory of Developmental Teaching in Mathematics Education Research Group and Research Group in Mathematics Education: a Historical-Cultural Approach. In this context, we conducted an experimental investigation, through the development of a didactic developmental experiment. The experiment was carried out in the Principles and Methodologies of Mathematics for early years of Elementary School, of the Bachelor of EducationofUnisul, in 2017-2. This subject is based on the Theory of Developmental Teaching, but what do the manifestations of undergraduates enrolled in subject of Principles and Methodologies of Mathematics for early years of Elementary School, of the Bachelor of Education of Unisul, in 2017-2 disclose, referring to the process of knowledge of the way of organization of developmental teaching? We have, as hypothesis, that the undergraduates’ manifestations, concerning the knowledge process, disclose the learning of some elements of the way of organization of Developmental Teaching. Before the totality of the concepts discussed during the semester, we established, as a cross section, the concepts of multiplication and division. The movement of the research constitutionwas marked by a dialectical process, built by back and forth along the path. We are guided by 6 (six) research actions: 1) study of the principles of dialectical method; 2) deepening of the Theory of Developmental Teaching and Guiding Teaching Activity; 3) study of Davydovian tasks to teach the concepts of multiplication and division; 4) elaboration of a didactic developmental experiment; 5) apprehension of the researched reality, in the Bachelor of Education of Unisul; 6) description, explanation and analysis of the isolate in motion through the elaboration of a formative episode. The developmental didactic experiment was carried out during fifteen meetings, which, 4 (four) constituted in a context of data apprehension. We consider 3 (three) distinct but interconnected moments: 1) starting point: initial evaluation performed on the first day of class; 2)learning appropriation movement: development of tasks in the 7th and 8th meetings; 3) point of arrival: final evaluation carried out on the last day of school on the concepts of multiplication and division. Such moments were captured in audio, video and photo recordings, later transcribed and organized into Word® files. We recorded the oral and written manifestations of the undergraduates in individual and collective conversations, during the development of tasks and in reports of teaching experience. We exposed the results through formative episodes. They point to some indications of effectiveness of learning of some elements of the way of organization of Developmental Teaching. The undergraduates considered the object experiment as a starting point, revealed and transformed the essential elements of the concepts of multiplication and division, analyzed the external and internal properties of objects, traced the movement from general to particular, contemplated the arithmetic, geometric, and algebraic from a continuous magnitude and established the interconnection between conceptual systems. Keywords: Mathematics Education. Developmental Didactic Experiment. BachelorofEducation. Multiplicationand Division.