The problem of camels in a history in a comics: reflections and construction of teaching knowledge

• Autor(a) principal: Barbosa, Gabriela dos Santos
• Data de Publicação: 2018
• Outros Autores: Marinhos, Alzir Fourny, Freitas, Alexandre Herculano Ferreira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/143
• topic: teacher knowledge; bachelors degree in mathematics; fractions; conocimientos docentes; licenciatura en matemáticas; fracciones; saberes docentes; licenciatura em matemática; frações.

This article aims to identify the teaching knowledge built by four undergraduate students in mathematics when analyzing the didactic potential of a comic book that presents the classic problem of the 35 camels of Malba Tahan. The subjects of this research are students of the Institutional Program of Initiation to Teaching Grants (PIBID) of an educational foundation located in the western zone of Rio de Janeiro. It is a qualitative research in education that, due to the small number of subjects and the specificities of the context, was characterized as a case study. For data collection, we follow four meetings of the program. In them, students had the opportunity to solve the problem, read a comic book that describes it, plan, perform and reflect on the accomplishment of an activity that aims to discuss the problem with students from the sixth to the ninth year of the municipal school where they are trainees. The research is based on the ideas of Tardif on the teaching knowledge. According to him, the teaching knowledge is quite diverse and can be classified into knowledge of professional training, disciplinary, curricular and existential knowledge. Disciplinary and curricular knowledge are highlighted here. In the disciplinary knowledges we recognize the students' beliefs and conceptions about mathematics and its teaching and were predominant the instrumental, absolutist and logicist views of mathematics. In curricular knowledge we emphasize the official documents that guide the teaching and we perceive the development of a critical vision regarding the National Curricular Parameters of mathematics for the third and fourth cycle of Elementary School and the official didactic materials of the municipal network of Rio de Janeiro in the which concerns the teaching of fractions. Our subjects emphasize the need for a clearer and deeper approach to the meanings that can be associated with fractions.