How to teach fractions? Practices that (in)form teachers teaching mathematics

• Autor(a) principal: Pozzobon, Marta Cristina Cezar
• Data de Publicação: 2018
• Outros Autores: Oliveira, Cláudio José de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/16083
• topic: Ensino de frações; Anos iniciais; Educação Matemática; Práticas; Enseñanza de fracciones; Años iniciales; Educaciones Matemáticas; Prácticas; Teaching of fractions; Early years; Mathematical education; Practices

This article discusses the formation of the teacher who teaches mathematics in the initial years, especially in what concerns the teaching of fractions. The corpus of analysis selected for this text consists of the mathematics notebook of the continuing education program for teachers of the early years of Elementary School, an interview and a planning notebook of a Mathematics Didactics teacher who acted in the formation of teachers during the 1970s. In order to carry out the analyzes, we adopted a post-critical theoretical perspective associated with the studies of Ludwig Wittgenstein. What we defend is that concepts are produced from the uses, in accordance with their grammatical rules, and that the meanings of a word and the meanings of the mathematical propositions are produced in the different language games. From the analyzes undertaken in the material, two statements were organized: a) Teach fractions: "bring a cake" and "make a drawing" and b) "Remember its meaning" to teach the concept of fractions. From these statements, we problematize that the mathematical concepts are norms that are independent of the quotidian and of empirical, intuitive or inductive aspects. In this way, we suggest that the teacher be aware of the nature of mathematical propositions and be responsible for the teaching of their rules, not bringing the usefulness of the concepts, but the conventions produced by the mathematical language.