O vocabulário matemático no ensino e aprendizagem de Geometria nos anos finais do ensino fundamental

• Autor(a) principal: Silva, Ana Karine Moreira da
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11437
• topic: Linguagem matemática; Vocabulário matemático; Ensino de Geometria; Anos finais do ensino fundamental; Aprendizagem de Geometria; Geometry teaching; Geometry learning; Final years of elementary school; Mathematical language; Mathematical vocabulary; CIENCIAS HUMANAS::EDUCACAO

This work aims to understand how the specific vocabulary of the mathematical language - the mathematical vocabulary - is present in the teaching and learning of Geometry of the state schools of Vianópolis-GO, which offer the final years of Elementary School. It is constituted as a qualitative research that is configured as a case study and seeks to answer the following question: how the mathematical vocabulary is present in the teaching and learning of Geometry of the state schools of Vianópolis-GO, which offer the final years of the Elementary School? Given the relevance of the mathematical vocabulary for Geometry, this research is justified in view of the need to investigate how the mathematical vocabulary is present in the teaching and learning of Geometry and the lack of scientific initiatives in the school context of Vianópolis-GO. With the support of theoretical references that deal with mathematical language and mathematical vocabulary, as well as the curricular document in force in the state education network of Goiás in 2019 - the Reference Curriculum - the field research was carried out in the two state schools of Vianópolis-GO, which offer the final years of elementary school. Data were collected through semi-structured interviews with mathematics teachers and focus groups with a sample of students in the sixth, seventh, eighth and ninth grades. The systematization and analysis of the collected data was carried out through content analysis, from which three categories of analysis emerged: the teaching and learning of Geometry, the mathematical vocabulary in the learning of Geometry and the mathematical vocabulary in the teaching of Geometry. The teachers' considerations revealed challenges and limitations in the teaching of Geometry that questioned the presence of the mathematical vocabulary in this teaching context, since even the approach to geometric knowledge in the subject of Mathematics is uncertain. The scarcity of opportunities for students to express themselves, with the teacher and with each other, also indicated that Geometric learning faces obstacles that do not favor the presence of mathematical vocabulary. In addition, the students' difficulties in understanding and using geometric terms to express themselves indicated a fragile presence of the mathematical vocabulary in the learning of Geometry, which seems to drag on through the years and school levels. In the teaching of Geometry, it is clear that the mathematical vocabulary is present in the speeches of the teachers, but that they need to recognize that the mathematical vocabulary is not trivial for students and that their teaching practices lack a specific approach to mathematical texts and, consequently, the specialized vocabulary of Geometry. Although pedagogical actions have been identified that contemplate the specific vocabulary of Geometry, strengthening the presence of geometric terms in teaching, it is observed that such strategies need to be carried out more frequently in the approach of Geometry, allowing the involvement of all students and being present in the teaching practice of all teachers in the investigated context. From this, it is concluded that the mathematical vocabulary is little present in geometric learning, while in teaching, it is found more in the speech of teachers than in their pedagogical practices.