O trabalho em grupos na aula de matemática

• Autor(a) principal: Cristiane de Souza Pereira
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/44764
• topic: Aula de Matemática; Trabalho em grupos; Aula em grupos; Ensino-aprendizagem; Educação Matemática; Educação; Matemática - Estudo e ensino; Matemática - Métodos de ensino; Trabalho de grupo na educação; Aprendizagem por atividades

This study aims to understand Mathematics class in groups, according to a certain type of organization, and highlight how this can favor students’ learning. We chose a qualitative research approach due to the nature of our objectives of research. We held some exploratory practices observing and participating in the classes of a High School Mathematics teacher who used in her classes the organization of students in small groups, based on the theoretical perspective that guides this work. As an exploration, we also held some activities in higher education, in a class of Teaching undergraduate degree for Rural Education and another in the Projeto Residência Pedagógica with students from the Teaching undergraduate degree in Mathematics, these last two in the School of Education of UFMG. In our initial proposal, we would follow the exploratory study to establish a group of K-12 teachers to discuss, create, and develop an action following the proposal of ‘work in groups’ in Mathematics classes. However, this was not possible due to the Covid-19 pandemic. Therefore, we considered in our analysis the proposal and development of the activities in the exploratory study, because within the proposal conceived, though involving high school and higher education, we had elements of our research focus. In this sense, we conducted a theoretical systematization on the theme of ‘work in groups’ in a Mathematics class and the analysis of field notes in the exploratory phase of the research. We perceive the potential of the proposal of classes in groups, in the perspective presented here, especially due to its investigative character and the way the organization in groups had favored students’ engagement. We highlight in our final analysis that the class in groups requires activities especially prepared for this end, a time of experience for the students to perceive and adapt themselves to the proposal, space, and adequate conditions to form the groups, thus valuing the role of each member of the group. In the final part of the work, we present some recommendations and suggestions for Mathematics teachers, list some concerns related to the implementation of the proposal to work in groups during classes, and highlight topics that deserve attention in the research of Mathematical Education.