A história da educação matemática na formação do pedagogo: um olhar para o uso dos blocos lógicos em sala de aula

• Autor(a) principal: Gutierre, Liliane dos Santos
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/41920
• topic: Pedagogo; Ensino da Matemática; Blocos Lógicos; História da Educação Matemática; Pedagogue; Teaching of Mathematics; Logic Blocks; History of Mathematics Education; Educação

The present study aims to research whether the future pedagogues, undergraduate students of the Federal University of Rio Grande do Norte (UFRN), while taking up the courses Teaching of Mathematics I and/or Teaching of Mathematics II, during the first and second semesters of 2015 and the first semester of 2016, envisioned the possibility of using the resource known as Logic Blocks and whether they understood its purpose within the context of Brazilian Mathematics Education. To this end I delved into the theories of History of Mathematics Education, of the policies of Early Childhood Education, as well as into the theories of Pedagogy. The following methodological tools were used: bibliographic research, documentary research such as analysis of reports on History of Mathematics Education written by undergraduate students of Mathematics; diagnostic assessment made by said students in the classroom, lecturers’ lesson plans for the aforementioned courses, duplicated lecture notes of said courses, as well as field notes, participant observation and questionnaire. In order to analyse the sources I initially – and systematically – organised the results I obtained in the questionnaire, comparing them to the aforesaid documents and to the field notes, before heading back to the theoretical foundations. The analysis revealed at least four results: (1) the students of Undergraduate Mathematics recognised the importance of History of Mathematics Education not only in their training but also in the initial training of a pedagogue; (2) the students of Undergraduate Pedagogy who took part in this research understood in their majority that Logic Blocks are, among many manipulative materials, a material that can be used in the classroom, however, few of them regarded them as a game and that they could be used beyond the teaching of plane geometry; (3) none of the students of Pedagogy associated Logic Blocks with the Modern Mathematics Movement; (4) the lecturers of the courses Teaching of Mathematics I and Teaching of Mathematics II at the UFRN during this period did not resort in a significant way to basing the use of Logic Blocks on History of Mathematics Education to teach Mathematics in Early Childhood Education and the first years of Elementary Education. As such, I understand that curricular proposals and methodologies are the fruit of their time, and some are successfully implemented, others not. I particularly hope that teachers will consolidate the use of History of Mathematics Education in Elementary, Secondary and Higher Education in the coming years.