Uma investigação sobre a formação inicial de professores de matemática para o ensino de números racionais no ensino fundamental

• Ano de defesa: 2007
• Autor(a) principal: Damico, Alecio
• Orientador(a): Magina, Sandra Maria Pinto
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Formação de professores de matemática; Números racionais; Frações; PCK; Educação matemática; Matematica > Estudo e ensino; Professores de matematica > Formacao profissional
• Palavras-chave em Inglês: Preparation of the mathematics teachers; Rational numbers; Fractions; PCK; Mathematics education
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/11245

In this study we investigated the initial preparation of the Elementary School math teachers. 346 future math teachers were surveyed (189 first-year students and 157 last-year students) and 41 professors from two of the ABC paulista region universities. The data gathering was accomplished from the five sources called Instruments: Instrument 1 (the last-year students were asked to create eight problems containing fractions aiming at the evaluation of the Elementary School students; Instrument 2 (the last-year students themselves solved the eight problems they created; Instrument 3 (all students, the undergraduates and the graduates, were submitted to an evaluation containing twenty problems about elementary knowledge of rational numbers); Instrument 4 (interactive interview with 10% of the last-uear students who took part in the research); Instrument 5 (interactive interview with 41 teachers). We have chosen a qualitative approach to analyze the data. Due to the great number of data the qualitative analysis was always preceded by a statistical summary account to show the frequency with which each category or sub-category was observed. The results were grouped into three units of analysis that respectively treated of the mathematical knowledge (concept and process) of the future teachers related to the five subconstructs or definitions of the fractions (part-whole; operator; quotient or indicated division; measurement and linear coordinate); the mathematical knowledge and the PCK (Pedagogical Content Knowledge or didactical knowledge) related to the elementary operations with fractions (addition, subtraction, multiplication and division) and rational numbers in the higher education. Our data draw our attention to the fact that future teachers have a syncretical vision of rational numbers. There is a significant unbalance between the concept and process knowledge, being greater the knowledge of the process, as well as it is also observed the low level of the didactical knowledge related to the forms of representation normally taught at the Elementary School which treat rational numbers (fractions)