Estudos das visões sobre álgebra presentes nos parâmetros curriculares nacionais de matmática do ensino fundamental em relação a números e operações

• Ano de defesa: 2006
• Autor(a) principal: Silva, Maria Helena da
• Orientador(a): Bianchini, Barbara Lutaif
• Tipo de documento: Dissertação
• 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: Aritmética e Álgebra; Números e Operações; PCN de Matemática do Ensino Fundamental; visões sobre Álgebra; Parametros Curriculares Nacionais (Brasil); Matematica (Elementar); Matematica > Estudo e ensino
• Palavras-chave em Inglês: Arithmetic and Algebra; Numbers and Operations; National Curricular Parameters (PCN) of the Elementary Education; Views on Algebra
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/11090

The aim of this study is to investigate the views on Algebra, in contents concerning Numbers and Operations, present in the Mathematics National Curricular Parameters (PCN) for Elementary Education. Therefore, in this documental analysis adopting qualitative approach, the content analysis proposed by Bardin (1977) was applied by means of enunciation analysis techniques. The studies by Lins and Gimenez (1997) on Arithmetic and Algebra and Lee s (2001) research on the views on Algebra were adopted as theoretical framework. A bibliographic review also brought elements of the conceptions of Algebra present in the discourse of teachers, student books and questions of the National Secondary Education Examination (ENEM). Supported by such framework, numbers and operations in the four cycles were then investigated. It became evident that, even though the document suggests the associated study of Algebra and Arithmetic, actions to make feasible such proposition are not contemplated in its guidelines and directions as a whole. The series of analysis revealed that the National Curricular Parameters (PCN) show, in their guidelines, conceptions of algebra as generalized arithmetic, as a tool, and of algebra as an activity both with the purpose of producing a symbolic language of the letters. Although it was not the main target of this investigation, results showed that, just like the Mathematics National Curricular Parameters (PCNs) suggest, it is necessary to create opportunities to reflect upon the teaching of algebra in the Elementary Education, that include the different segments involved in the teaching/learning process, such as teachers, researches, educational institutions, the community and the society, among others