Investigando a apropriação dos nexos conceituais do sistema de numeração decimal no clube de matemática

• Autor(a) principal: Carvalho, Rosélia José da Silva
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000121c
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/7866
• topic: Educação Matemática nos anos iniciais; Nexos conceituais; Sistema de numeração decimal; Clube de Matemática; OBEDUC; Mathematics education in the early years; Conceptual nexus; Decimal numbering system; Mathematics Club; OBEDUC; CIENCIAS HUMANAS::EDUCACAO

The present research discusses the relationships between the mathematics teaching’s way of organization for the early years of elementary school through the Learning Trigger Situations (“LTSs”) and the appropriation of the Decimal Number System’s (DNS) conceptual nexus by participating students of Mathematics Club (CluMat). The objective is “to investigate the clues of appropriation of DNS’ conceptual nexus by students in the 4th year of Elementary School of a Municipal Public School in Goiânia/GO (Brazil), by developing “LTSs” in CluMat." The assumptions of Historical-Cultural Theory, Activity Theory, Developmental Teaching and Teaching Guiding Activity are adopted as theoretical basis, believing they guide the education process for the students’ humanization and development, and, in this context, may help to understand the teaching’s organization processes as a way of overcoming the "encapsulation of school learning". In order to understand the study’s object, a didactic experiment was organized in which Learning Trigger Situations (“LTSs”) of the SND module in CluMat were implemented in a public school in Goiânia, with twelve students. The oral and written reports of participating students in the didactic experiment subsidized the search for answers to the research question: "What are the indications that the mathematics teaching's organization through “LTSs” contributed to the appropriation of DNS’ conceptual nexus by participating students in CluMat "? To unveil the phenomenon, the analysis was performed based on the concept of ‘units’ proposed by Vigotski (2001). In this context, three units were used: 1) the collective actions and reflections in the learning space; 2) the playfulness as a characteristic in the organization of learning trigger situations and 3) the evidence of SND’s knowledge appropriation through “LTSs”. The analysis’ movement made it possible to understand that the elements 'sharing and playfulness', present in the “LTSs” organization mode of SND module, mobilized students to the study, discussion, reflection and to doubts and knowledge sharing and to the collective synthesis of ideas. This process also encouraged students to develop, in cooperation with each other, strategies, operations and actions in the search for problem solving, which contributed to a qualitative change in their actions. In general, it’s possible to infer that “LTSs” organization and dynamization contributed to CluMat students achieving a new level of development.