Resolução de problemas e o ensino dos conceitos aritméticos: percepções dos professores dos anos iniciais do ensino fundamental
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Data
2017-02-22
Autores
Faxina, Josiane [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa tem como objetivo investigar as percepções que o professor dos anos iniciais do Ensino Fundamental tem sobre o trabalho com resolução de problemas no ensino dos conceitos aritméticos. Entende-se que o ensino da Matemática via resolução de problemas possibilita ao aluno uma construção do conhecimento onde ele mesmo desenvolverá ideias e estratégias com sentido próprio. Foi aplicado um questionário semiestruturado a 21 professores da rede municipal da cidade de Bauru, interior de São Paulo, no qual puderam descrever suas percepções, práticas e dificuldades no ensino das quatro operações via resolução de problemas. A literatura estudada aponta questões sobre como a resolução de problemas muitas vezes fica limitada a uma oportunidade de se aplicar o conteúdo estudado previamente e que o ensino das operações aritméticas ainda está muito vinculado ao algoritmo, proporcionando-se assim, um ensino restrito a procedimentos e técnicas, ou seja, a supervalorização de contas armadas. Não se prioriza o ensino dos conceitos presentes em cada operação, o que é possível garantindo-se ao aluno uma variedade de situações. Na análise dos dados coletados pelo questionário, foi possível verificar que os professores têm boas ideias sobre o trabalho com resolução de problemas e principalmente da importância desse trabalho nos anos iniciais, porém o número desses professores não indicou a maioria. Também foi possível notar que as ideias sobre o ensino das quatro operações sempre estão relacionadas à situação do cotidiano, resolução de problemas, materiais concretos entre outros. Entretanto, quando analisadas as dificuldades apontadas pelos professores, constatou-se que, em geral, estão relacionadas com a compreensão do sistema de numeração decimal e dos algoritmos. Sendo assim, nota-se que as ideias dos professores que ensinam Matemática nos anos iniciais, em parte, são coniventes com uma prática de ensino que prioriza uma Matemática que faça sentido ao aluno, porém também apontam preocupação excessiva em fazer o aluno aprender procedimentos sem uma prévia compreensão conceitual de fato. A partir da análise dos dados, e da literatura estudada, um e-book foi elaborado como produto educacional com propostas didáticas que subsidiem o professor no ensino dos conceitos aritméticos.
This research aims to investigate the representation of the teacher in the early years of elementary school has about working with problems solving in teaching the concepts of the four arithmetic operations. It is understood that the teaching of mathematics through problem solving allows the student a knowledge building where he will develop ideas and strategies with proper sense. A semi-structured questionnaire to 21 teachers of the municipal town in the interior of São Paulo State was applied, in which they could describe their ideas, practices and difficulties in the four operations teaching by problem solving. The literature shows questions about problem solving often is limited to one opportunity to apply content previously studied and the teaching of arithmetic operations is still very much linked to the algorithm, providing thus, a limited teaching procedures and techniques. No priority to the teaching of the present concepts in each operation, it is possible to guarantee the student a variety of situations. In the analysis of data collected by questionnaire, we found that teachers have good ideas about working with problem solving and especially the importance of this work in the early years, but the number of these teachers did not indicate the major part. It was also noted that the ideas of the four teaching operations are always related to everyday situation, problem solving and concrete materials among others. However, when analyzing the difficulties indicated by teachers, it was found that, in general, they are related to the understanding of the decimal number system and algorithms. Thus, until the present moment of this research, it is clear that the ideas of teachers who teach mathematics in the early years are colluding with a teaching practice that prioritizes a mathematics that makes sense to the student, but also show excessive concern to the student learning procedures without prior conceptual understanding indeed. From the data analysis, and studied literature, an e-book is designed as an educational product with proposals for activities that support the teacher in the teaching of arithmetic concepts.
This research aims to investigate the representation of the teacher in the early years of elementary school has about working with problems solving in teaching the concepts of the four arithmetic operations. It is understood that the teaching of mathematics through problem solving allows the student a knowledge building where he will develop ideas and strategies with proper sense. A semi-structured questionnaire to 21 teachers of the municipal town in the interior of São Paulo State was applied, in which they could describe their ideas, practices and difficulties in the four operations teaching by problem solving. The literature shows questions about problem solving often is limited to one opportunity to apply content previously studied and the teaching of arithmetic operations is still very much linked to the algorithm, providing thus, a limited teaching procedures and techniques. No priority to the teaching of the present concepts in each operation, it is possible to guarantee the student a variety of situations. In the analysis of data collected by questionnaire, we found that teachers have good ideas about working with problem solving and especially the importance of this work in the early years, but the number of these teachers did not indicate the major part. It was also noted that the ideas of the four teaching operations are always related to everyday situation, problem solving and concrete materials among others. However, when analyzing the difficulties indicated by teachers, it was found that, in general, they are related to the understanding of the decimal number system and algorithms. Thus, until the present moment of this research, it is clear that the ideas of teachers who teach mathematics in the early years are colluding with a teaching practice that prioritizes a mathematics that makes sense to the student, but also show excessive concern to the student learning procedures without prior conceptual understanding indeed. From the data analysis, and studied literature, an e-book is designed as an educational product with proposals for activities that support the teacher in the teaching of arithmetic concepts.
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Palavras-chave
Resolução de problemas, Conceitos aritméticos, Anos iniciais, Problem solving, Arithmetical concepts, Early years