Interfaces da teoria da aprendizagem significativa e a formação de professores nas aulas de matemática nos primeiros anos do ensino fundamental

• Autor(a) principal: Santos, Anderson Oramisio
• Data de Publicação: 2019
• Outros Autores: Oliveira, Guilherme Saramago de
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/29623
• topic: Aprendizagem significativa; Formação de professores; Matemática; Meaningful learning; Teacher training; Mathematics; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO; Matemática (Ensino fundamental); Professores - Formação; Aprendizagem

This paper deals with the impacts and elements of David Ausubel's Theory of Meaningful Learning, and his contributions to mathematical learning in the early years of elementary school, understanding about aspects of pedagogical practice and improving the teaching-learning process. The research methodology used was bibliographic, with a study of works by national and international authors, such as: Moreira and Masini (2006), Ausubel (1973), Ausubel, Novak and Hanesian (1980), among others, which contribute to the reflections related to the teaching and meaningful learning of mathematics. We conclude that the study is important in the educational scope, addressing the acquisition of new meanings by the student, as well as factors and conditions necessary for learning to occur and, consequently, subsidizing their practice.