Continuing education of teachers who teach mathematics in the literacy cicle: a study on conceptual formation in geometry

• Autor(a) principal: Silva, Gilmara Aparecida da
• Data de Publicação: 2018
• Outros Autores: Pirola, Nelson Antonio
• 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/151
• topic: Concept formation; Geometry; Continuing Education; Literacy; Formación de Conceptos; Geometría; Educación Continuada; Alfabetización; Formação de conceitos; Geometria; Formação Continuada; Alfabetização.

This article aims to investigate which aspects of the formation of concepts are mobilized by the literacy teachers to answer questions related to the declarative knowledge of flat geometric figures. Among the aspects investigated are the identification of defining attributes and possible generalization errors, such as subgeneralization. A total of 85 Orientation Teachers (OE) attending the PNAIC - National Pact for Literacy in the Right Age - were distributed in 50 municipalities in the State of São Paulo. The research design was the qualitative approach and the theoretical foundation was based on the studies of Klausmeier and Goodwin (1977) and Seternbg (2000). We investigated the declarative knowledge of the teachers referring to triangle, square and rectangle geometric figures. The analysis of the data showed that the aspects of the formation of concepts mobilized by the participants were: 1 – subgeneralization processes for the triangle and rectangle figures, using declarative knowledge based on prototypical figures; 2 – use of wrong defining attributes; 3 – use of few defining attributes (maximum of three) to express the declarative knowledge of the investigated figures.