As práticas didático-pedagógicas no ensino e aprendizagem de conceitos matemáticos : horizontes reconstrutivos aos processos de formação, leitura e comunicação

• Autor(a) principal: Lacerda, Alan Gonçalves
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/5062
• topic: Ensino-aprendizagem; Formação docente; Leitura; Comunicação; PIBID; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Teaching-learning; Teacher formaction; Reading; Communication; PIBID

This is a research of a qualitative nature, based on initial formation experiences of graduates in mathematics. These students of initiation to the teaching constitute as in processes of initial formation, in the context of the Institutional Program of Initiations to the teaching (PIBID). The educational context under analysis is based on reading and communication practices in mathematics classes, aiming to investigate the meaning of teaching experienced by students of the Mathematics course when involved in initial formation practices. Thus, this study highlights: (i) the proposed tasks; (ii) materials used; (iii) the communication that occurs in the classroom, associated to the norms and roles assumed by students in initial formation. In this context, I seek to analyze the communicative and reading strategies that mobilize the actions of mathematical knowledge by PIBID students in teaching and learning mathematical concepts, ie to understand language as an instrument of communicative action in order to deepen its aspects and conceptions. Therefore, I situate the objective around the following question: What are the communicative and reader strategies used by PIBID students based on didacticpedagogical practices in teaching and learning mathematical concepts? The research, then, was based on the references brought within the scope of the philosophy of language. Such interest directed me to understand mathematical knowledge as a movement of an action, as states Wittgenstein (1999), in saying that we learn the nature of calculation in calculating. From this, the use of grammar in the actions of mathematical knowledge, based on the theory of the speech acts of Austin (1962) that advocates language as an instrument of communicative action among the interlocutors, comes to guide. I refer to these authors to illustrate that the meaning is the use. In addition, the use of grammar does not presuppose to elucidate or explain, but, among others, to make, to promise, to ask and to order. Thus, I highlight the thesis: the teaching and learning of reading and communication, the mathematical proposition by PIBID students, when performing didactic-pedagogical practices, for basic education, favor the understanding of mathematical language and rules governing college of the action. The project "Research in Mathematical Education in teacher formaction: Methodologies and Perspectives for Marajó / Breves" began in the year 2014 and is clearly the most important empirical study to highlight the practices of reading and mathematical communication. The reading practices used in communication and teacher training are reported and the actions are carried out over two years of project development. The study involved the application of a questionnaire, the elaboration of portfolios and the holding of collective interviews, with the participating professor and the academics of the mathematics course. We also carried out analyzes of the teaching episodes of concepts that set up the practices of initiation to the teaching of the scholarship holders. Throughout the development of the project I realized that there is a multiplicity of conceptions that reflect different strategies with different purposes attributed to mathematics education. The discussions and the studies carried out reflect the search for an enriching practice that approaches the teaching of mathematics under the aspect of mathematical language as an instrument of performative action. Let us consider a remarkable fact to the production of materials for the classes, which the students in initial formation produces from their experiences, more interpretive possibilities, constituting the pedagogic materials, a proposition by which they will understand their thoughts and ideas, built on the architectures of language sometimes bumping into metaphor. Directing them to face new personal and professional problems. The reflection on the didactic resource generated the need to search for answers and alternatives for how to establish communication to the practices of teachers.