The teaching of Geometric Transformations: an analysis of the students 'and teachers' notebooks in the state of São Paulo

• Autor(a) principal: Delmondi, Natalia Nascimben
• Data de Publicação: 2019
• Outros Autores: Pazuch, Vinícius
• 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/208
• topic: curricular materials; teacher knowledge; mathematical learning; materiales curriculares; conocimiento del profesor; aprendizaje matemático; documentos curriculares; conhecimento do professor; aprendizagem matemática.

Geometric transformations are a relevant mathematical content, because they can mobilize in the students numerous reasoning abilities, besides propitiating introduction and understanding of other mathematical concepts. This article has as guideline question: How is the mathematical content of geometric transformations presented in the curricular materials of the State of São Paulo? and aim to analyze and discuss the approach used to teach the geometric transformations in student’s notebooks and teacher’s notebooks of the State of São Paulo. These materials are briefly presented together with the Official Curriculum of the State of São Paulo and the discussion of the teachers’ relationship with these materials and how this relationship can interfere in teaching and learning. As methodological procedures, two learning situations of the notebooks and four criteria of analysis were selected. Results from the analysis of the learning situations  - one for the Middle School and another one for High School - showed that the student and teacher of the State of São Paulo provide a few subsidies for teachers to explore geometric transformations content and demand the use of other didactic materials; proposed tasks, although related to other mathematical contents, are not an investigative task and create gaps in the mathematical content learning of geometric transformations; and that other research, courses and teacher education groups are important to broaden their knowledge about approaches to teaching and learning this mathematical topic.