Compreensões de professores de matemática sobre a presença da álgebra no ensino fundamental II

• Autor(a) principal: Silva, Lais Cristina Pereira da [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203477; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-06-25/000915846.pdf
• topic: Matemática - Estudo e ensino; Fenomenologia; Álgebra; Mathematics Study and teaching

The studies of Algebra take an important role in the Brazilian school curriculum and they aim at enabling the student to develop and validate their abstraction and generalization skills. However, in the school scope, Algebra is a part of the Mathematics in which the learning process presents a variety of difficulties. Research and classroom experiments have shown that, even though students relate Math to symbols, many of them can't use such symbols as an auxiliary language to contribute with the mathematical thinking. They can't understand the procedures that make up the transformation in the algebraic expressions, that's why those students aren't able to develop or practice their capacity of abstraction and generalization. This end of course paper presents a research built up with teachers from a private school in the city of São José dos Campos - SP, about the Algebraic Thinking in Ensino Fundamental II - 6th to 9th years, in order to answer the guiding question: How do Mathematics teachers in Ensino Fundamental II understand Algebra? This is a qualitative research, developed according to a phenomenological approach. The intention of the research was to investigate how teachers understand, approach and use the techniques and procedures of the Algebraic Thinking with their students