Pensamento algébrico nos anos iniciais: um olhar para as expressões do professor
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Data
2022-04-12
Autores
Oliveira, Vanessa de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Neste texto apresenta-se a pesquisa desenvolvida com professores que ensinam matemática nos anos iniciais do Ensino Fundamental da rede municipal de Guaratinguetá/ SP, envolvidos em tarefas relacionadas aos conteúdos matemáticos tratados nos anos iniciais considerando-os em contextos algébricos. O objetivo, na pesquisa, é compreender os aspectos do fazer matemática do professor que revelam características do pensamento algébrico, entendido como um processo que expressa o pensado quando o professor está com os objetos matemáticos do contexto algébrico voltando-se para eles, resgatando seus elementos característicos produzidos na temporalidade. Para conhecer a região de inquérito da pesquisa, fomos aos autores da Educação Matemática que discutem a formação de professores, analisamos o modo pelo qual as orientações pedagógicas tratam o ensino de álgebra nos anos iniciais e, com o que se mostrou, elaboramos tarefas que pudessem favorecer a discussão sobre esse tema com os professores. Estabelecendo uma parceria entre a Universidade Estadual Paulista (Unesp), Câmpus de Guaratinguetá, e a Secretaria Municipal de Educação, propusemos e oferecemos um curso de extensão para os professores dos anos inicias do Ensino Fundamental interessados em discutir conteúdos de matemática trabalhados em sala de aula. As ações no curso foram filmadas e o vídeo transcrito, dando origem à produção de dados da pesquisa. Na análise dos dados, seguindo o rigor da pesquisa qualitativa de abordagem fenomenológica, voltamos nossa atenção para o fazer matemática do professor, considerando seus modos de expressão. O movimento interpretativo permitiu compreender que nos modos de expressar o feito matematicamente e nos modos de explorar os conteúdos matemáticos, os professores revelam características do pensamento algébrico. Essas características são discutidas nessas duas categorias de análise que se evidenciam no movimento interpretativo e, à luz da interrogação da pesquisa, nos permitem expor o modo como compreendemos o investigado
This text presents the research developed with teachers who teach mathematics in the early years of Elementary School in the municipal network of Guaratinguetá/SP, involved in tasks related to the mathematical contents treated in the early years, considering them in algebraic contexts. The objective, in the research, is to understand the aspects of the teacher's doing mathematics that reveal characteristics of algebraic thinking, understood as a process that expresses what is thought when the teacher is with the mathematical objects of the algebraic context, turning to them, rescuing their elements. characteristics produced in temporality. In order to know the region of investigation of the research, we went to the authors of Mathematics Education who discuss teacher training, we analyzed the way in which the pedagogical guidelines treat the teaching of algebra in the early years and, with what was shown, we developed tasks that could to encourage discussion on this topic with teachers. Establishing a partnership between the Universidade Estadual Paulista (Unesp), Campus de Guaratinguetá, and the Municipal Department of Education, we proposed and offered an extension course for teachers in the early years of Elementary School interested in discussing mathematics content taught in the classroom. The actions in the course were filmed and the video transcribed, giving rise to the production of research data. In the analysis of the data, following the rigor of qualitative research with a phenomenological approach, we turned our attention to the teacher's doing mathematics, considering their modes of expression. The interpretive movement allowed us to understand that in the ways of expressing the deed mathematically and in the ways of exploring mathematical contents, teachers reveal characteristics of algebraic thinking. These characteristics are discussed in these two categories of analysis that are evident in the interpretive movement and, in the light of the research question, allow us to expose the way we understand the investigated.
This text presents the research developed with teachers who teach mathematics in the early years of Elementary School in the municipal network of Guaratinguetá/SP, involved in tasks related to the mathematical contents treated in the early years, considering them in algebraic contexts. The objective, in the research, is to understand the aspects of the teacher's doing mathematics that reveal characteristics of algebraic thinking, understood as a process that expresses what is thought when the teacher is with the mathematical objects of the algebraic context, turning to them, rescuing their elements. characteristics produced in temporality. In order to know the region of investigation of the research, we went to the authors of Mathematics Education who discuss teacher training, we analyzed the way in which the pedagogical guidelines treat the teaching of algebra in the early years and, with what was shown, we developed tasks that could to encourage discussion on this topic with teachers. Establishing a partnership between the Universidade Estadual Paulista (Unesp), Campus de Guaratinguetá, and the Municipal Department of Education, we proposed and offered an extension course for teachers in the early years of Elementary School interested in discussing mathematics content taught in the classroom. The actions in the course were filmed and the video transcribed, giving rise to the production of research data. In the analysis of the data, following the rigor of qualitative research with a phenomenological approach, we turned our attention to the teacher's doing mathematics, considering their modes of expression. The interpretive movement allowed us to understand that in the ways of expressing the deed mathematically and in the ways of exploring mathematical contents, teachers reveal characteristics of algebraic thinking. These characteristics are discussed in these two categories of analysis that are evident in the interpretive movement and, in the light of the research question, allow us to expose the way we understand the investigated.
Descrição
Palavras-chave
Fenomenologia, Formação de professores, Educação matemática, Pensamento algébrico, Phenomenology, Teacher training, Mathematical education, Algebraic thinking