Ensino da matemática em cursos de pedagogia: a formação do professor polivalente

• Autor(a) principal: Santos, Mercedes Bêtta Quintano de Carvalho Pereira dos
• Data de Publicação: 2009
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/11383
• topic: Números naturais; Pedagogia; Formação de professores polivalentes; Práticas docentes; Matematica -- Estudo e ensino; Professores de ensino medio -- Formacao profissional; Numbers; Pedagogy; Arithmetic; Multifaceted teacher education; Teaching practice; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

This paper seeks to verify whether knowledge about whole numbers, which Pedagogy majors who also teach at pre-school and elementary school levels accumulated when they attended Arithmetic, amplified their mathematical skills and helped create a new approach to their teaching practice. This case study investigates the development of whole number concepts in Pedagogy majors in four different universities in São Paulo City. The subjects involved are College of Education Arithmetic teachers and two undergrad students from each mentioned institution, all of whom were observed in their own teaching environment. Besides observation records and transcripts from semi structured interviews with all subjects, other instruments were also collected, such as the College of Education Arithmetic course plans, the students notebooks, Arithmetic syllabi for pre-school and elementary school levels, and pre-school and elementary school children s Arithmetic notebooks, folders and course books. The theory that underpins this work includes the studies of Shulmam (1986), Tardif (2000 e 2002), and Vergnaud (2003), as well as the Brazilian National Curricular Parameters (PCN, 1997). The qualitative analysis of the data reveals, among other aspects, that the minor subject of Arithmetic has not helped these college majors develop a new approach to their teaching practice. The study also shows that all but two undergrad majors involved in the research affirmed their wish to learn how to teach Arithmetic and to have practical activities in their course. Their teachers, despite being aware of their expectations, targeted at breaking merely pedagogical paradigms of the course, and focused on numerical concept in order to grant them greater intellectual autonomy, which could, in theory, contribute to the development of their teaching practices