Situações Multiplicativas: atividades desenvolvidas por professores nos anos iniciais

• Autor(a) principal: Ponciano, Gisele Rainha Pontes
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19256
• topic: Problem Situations; Early Years; Theory of Conceptual Fields; Multiplicative Structures; Ensino fundamental; Didática; CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO

This research aimed at understanding what teachers report on multiplicative situations developed with 5th grade students for the construction of ideas referring to the Multiplicative Conceptual Field. As a theoretical contribution, Vergnaud's Theory of Conceptual Fields (1990, 1988, 1994, 1998, 2003, 2009, 2013) and the Multiplicative Structures of Magina, Merlini and Santos (2012, 2014, 2016) were articulated. Merlini et al. (2013), de Souza and Magina (2017), and Santana et al. (2017). Nacarato (2005, 2009) and Onuchic (2014) collaborated to analyze aspects of teacher training and proposals for addressing problem situations. The research is qualitative, having as a data collection instrument the individual semi-structured interviews with 10 teachers selected by the snowball technique. The indication from one teacher to another to participate in the research consisted of working in the 5th year of Elementary School and working with problem-situations of multiplication in the classroom. The first step consisted of asking the interviewees in advance to send 8 situations proposed and already worked on by them with their 5th year students. In the other stage of the research, we conducted interviews using the Googlemeet app in 2021. The ten teachers from schools in the private and public education systems of the following cities: São Gonçalo/RJ, Niterói/RJ, Duque de Caxias/RJ, Rio de Janeiro/RJ, Nova Europe/SP and Paracatu/MG. We observed the research data and classified them into two distinct groups: The first group with 6 teachers proposes activities focusing on the didactic issues of the problem situations. While the second group, with 4 teachers, in addition to sharing concern with issues of didactic situations, they also think about conceptual issues.