O uso de diferentes formas de comunicação em aulas de matemática no ensino fundamental

• Ano de defesa: 2012
• Autor(a) principal: Hoffman, Bernadete Verônica Schäeffer
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Elementary school system; Mathematics – Study, reading; Writing and speaking; Interaction analysis in education; Learning; Análise de interação em educação; Ensino fundamental; Matemática - Estudo e ensino; Leitura; Escrita; Oralidade; Aprendizagem; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/6022

This study, of the field of mathematics education, was developed in the Graduate Education Program of Center of Education at Federal University of Espírito Santo – PPGE/CE/UFES. We have developed a qualitative inquiry as an action research with collaborative practices that seek to answer the main question: What do we comprehend from pupil’s mathematics learning when we work with different forms of communication? In order to answer it we worked with three municipal schools from Serra and Vitória, acting together with three teachers and their classrooms, respectively, two 5th grade classes and one 6th grade class from elementary school system. The data produced took place between May and December 2011, in 98 meetings that included: moments of conversations and planning with the teachers, teachers’ lessons observed from us, and teachers’ observations from our taught lessons. The understandings built up from these performances happened through the dialogue with authors who theorize about education; mathematics education; mathematics; reading, writing and speaking as forms of mathematics communication. The teaching experiments developed in the three schools suggest that the practices of different reading techniques helped to text understanding in mathematics language, among them problem solving texts, also expanding knowledge in other school subject areas. By speaking and writing about a mathematical concept in other discursive genres, the pupil organized his/her thinking in a way to better understand it and also broadened concept understandings. We still had evidences that diverse forms of mathematics communication, such as pictorial representations in the construction of non formal algorithms, have stimulated challenging tasks of problem solving while the student created its own solution strategies. The study also allowed teachers’ learning, while letting them understand pupil’s thoughts and feelings towards mathematics. This favored the development of activities in which students could give new meanings to beliefs and feelings about the subject through the use of playful tasks. Finally, the research suggests that students and teachers learn mathematics with meaning by intertwining various forms of communication and building small learning communities, in which diverse interactions are proposed in mathematics lessons, such as, (a) interaction between student/student, (b) interaction between student/teacher/knowledge, (c) interaction between teacher/ student/text, and (d) interaction between student/text/student. These interactions led teachers to the comprehension of what pupils knew and did not know, allowed them reflections about the teaching practices, and indicated possibilities of intervention in the processes of mathematics teaching, learning and assessment