Modo de organização do ensino desenvolvimental de fração: o conhecimento revelado por acadêmicas de pedagogia

• Ano de defesa: 2019
• Autor(a) principal: Isidoro, Luciane Corrêa do Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação matemática; Ensino desenvolvimental; Fração; Pedagogia; Conhecimento
• Link de acesso: https://repositorio.animaeducacao.com.br/handle/ANIMA/3515

This research has arisen from the need to rethink the way of organization of the teaching and learning process of Mathematics in Brazil, which is predominantly empirical. We take as context of investigation the Bachelor of Education, more specifically the subject related to Mathematics. The referred subject is said based on the Historic-Cultural Theory and in two of its further exchanges: Theory of Developmental Teaching and Guiding Teaching Activity. The objective has been to analyze the process of knowledge of the undergraduates of a Bachelor of Education on the way of organization of the Developmental Teaching of fraction. In this perspective, the research has been guided by the following problem: what do the manifestations of the Bachelor of Education undergraduates reveal regarding the knowledge about the way of organization of the Developmental Teaching of fraction? We have, as hypothesis, that the manifestations of the undergraduates will reveal the appropriation of some elements of the way of organization of the teaching of theoretical knowledge. To do so, we have developed a Developmental Didactic Experiment during one semester. Before the impossibility of analyzing all the meetings of the semester, we took an isolate: the teaching and learning process of fraction, systematized by five episodes, in which we have made explicit the undergraduates' initial understandings about the concept of fraction, their overcoming movements and the final stage of comprehension. The manifestations indicate that, initially, the undergraduates understood the concept of fraction empirically. During the development of the Developmental Didactic Experiment, the initial understandings have been destabilized. In this process, the need of another way of organization has arisen, in which some characteristic elements of theoretical thought have been considered.