Initial training of teachers who teach mathematics and the decimal numbering system

• Autor(a) principal: Ferreira, Raquel Soares do Rêgo
• Data de Publicação: 2020
• Outros Autores: Guerra, Renato Borges
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educitec
• Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/1187
• topic: Formação inicial de professor; Sistema de numeração decimal (SND); Teoria antropológica do didático (TAD); Percurso de estudo e pesquisa (PEP); Initial teacher training; Decimal numbering system; Anthropological Theory of didactics (TAD); Course of study and research (CSR)

This article presents part of an ongoing doctoral research that uses the theoretical and methodological support of the Anthropological Theory of Didactics to question and answer whether the decimal numbering system is a naturalized knowledge within the practices of a group of teachers in initial training for students. initial years of middle school. The interest in this issue arises from the naturalization of decimals numbers, since there are difficulties in teaching and learning as objects structured according to the positional numbering system. The methodology used, in line with the theoretical resources, was the development of a study and research path, based on a non-routine situation among school teaching practices in the initial grades, with the help of a study director taken among the authors of this research. The results found confirm the initial hypothesis of naturalization of this numbering system by teachers in initial training and demonstrate and ratify the power of the methodology employed in this research as a teaching device, including for teacher training.