Contar de cabeça ou com a cabeça? Compreensões do professor dos anos iniciais acerca do cálculo mental
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Data
2017-12-20
Autores
Oliveira, Vanessa de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Neste texto apresenta-se a pesquisa desenvolvida com professores que ensinam matemática nos 4º e 5º anos do Ensino Fundamental da rede municipal de Guaratinguetá/ SP, envolvidos em atividades relacionadas ao Cálculo Mental. A pesquisa tem como objetivo compreender o entendimento desses professores sobre o Cálculo Mental. Para conhecer o que dizem os autores de Educação Matemática acerca da formação desses professores, fizemos uma revisão teórica. Analisamos, também, o modo pelo qual as orientações pedagógicas tratam o Cálculo Mental. A partir do que nas leituras se mostrou, elaboramos atividades que pudessem favorecer a discussão sobre o tema com os professores. Estabelecendo uma parceria entre a Universidade Estadual Paulista (Unesp), Faculdade de Engenharia, Guaratinguetá e a Secretaria Municipal de Educação, propusemos e oferecemos um curso de extensão para os professores dos 4º e 5º anos do Ensino Fundamental, que estivessem interessados em discutir o Cálculo Mental. Assim, a produção de dados da pesquisa se deu a partir da filmagem e transcrição dos encontros no curso. Na análise dos dados, seguindo o rigor da pesquisa qualitativa de abordagem fenomenológica, voltamos nossa atenção para os modos pelos quais o Cálculo Mental é compreendido pelos professores. Para esses professores participantes do curso, o Cálculo Mental se mostra como possibilidade ou modos de resolução de tarefas; relevante à prática da sala de aula; relevante para explicitar estratégias de solução de tarefas. Estas são nossas Categorias de Análise que interpretadas e discutidas à luz da interrogação da pesquisa nos permitem compreender o investigado.
This text presents the research developed with teachers who teach mathematics in the 4th and 5th years of Elementary School of the county network of Guaratinguetá, São Paulo, involved in activities related to Mental Calculation. The research aims to understand the understanding of these teachers on Mental Calculation. To know what the authors of Mathematics Education say about the formation of these teachers, we did a theoretical revision. We also analyze the way in which the pedagogical guidelines deal with Mental Calculation. From what was shown in the readings, we elaborated activities that could favor the discussion about the subject with the teachers. Establishing a partnership between the São Paulo State University (Unesp), Scholl of Engineering, Guaratinguetá and the Department of Education, we proposed and offered an extension course for teachers in the 4th and 5th years of Elementary Education who were interested in discussing Mental Calculation. The data production of the research came from the filming and transcription of the meetings in the course. In the analysis of the data, following the rigor of the qualitative research of phenomenological approach, we turn our attention to the ways in which the Mental Calculation is understood by the teachers. For these teachers participating in the course, the Mental Calculus shows itself as possibility or modes of task resolution; relevant to the practice of the classroom; relevant to explain task resolution strategies. These are our Categories of Analysis that interpreted and discussed in light of the research questioning allow us to understand the investigated.
This text presents the research developed with teachers who teach mathematics in the 4th and 5th years of Elementary School of the county network of Guaratinguetá, São Paulo, involved in activities related to Mental Calculation. The research aims to understand the understanding of these teachers on Mental Calculation. To know what the authors of Mathematics Education say about the formation of these teachers, we did a theoretical revision. We also analyze the way in which the pedagogical guidelines deal with Mental Calculation. From what was shown in the readings, we elaborated activities that could favor the discussion about the subject with the teachers. Establishing a partnership between the São Paulo State University (Unesp), Scholl of Engineering, Guaratinguetá and the Department of Education, we proposed and offered an extension course for teachers in the 4th and 5th years of Elementary Education who were interested in discussing Mental Calculation. The data production of the research came from the filming and transcription of the meetings in the course. In the analysis of the data, following the rigor of the qualitative research of phenomenological approach, we turn our attention to the ways in which the Mental Calculation is understood by the teachers. For these teachers participating in the course, the Mental Calculus shows itself as possibility or modes of task resolution; relevant to the practice of the classroom; relevant to explain task resolution strategies. These are our Categories of Analysis that interpreted and discussed in light of the research questioning allow us to understand the investigated.
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Palavras-chave
Fenomenologia, Phenomenology, Teacher training, Fenomenología, Formación de profesores, Formação de professores, Educação matemática, Mathematical education, Educación matemática