Sobre a linguagem dos professores nas aulas de matemática: práticas de uma professora do sexto ano de uma escola pública

• Ano de defesa: 2017
• Autor(a) principal: Rubens do Porto Seabra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Educação Matemática; Linguagem verbal do professor; Ensino Fundamental; Matemática do sexto ano; Matemática (Ensino fundamental) Estudo e ensino; Professores de matemática Formação; Educação; Ensino fundamental; Prática de ensino
• Link de acesso: http://hdl.handle.net/1843/BUOS-AREGJ3

In this research, we sought to know how the verbal language, mobilized by a Mathematics teacher in a sixth grade classroom of the Elementary School of a public school can favor student learning and participation. We use as main theoretical reference an article by Candia Morgan (1996), which analyzes mathematical texts and emphasizes that author-reader relations can be considered through the use of personal pronouns, use of specialized mathematical vocabulary and conventional forms of language (like imperatives and expressions of certainty and authority). We observed how these three categories were present in the verbal interactions of the classroom between the teacher and her students. For data collection, we use field notes and audio and video recordings. We selected five different types of classes, transcribed their contents and identified some moments, called episodes, in which the elements of the categories described by Morgan (1996) were present in a remarkable way. In total, we identified and numbered 49 episodes. As a result of the analysis of these episodes, we observed that the teacher uses a lot of personal pronouns to invite students to participate more in their classes. We also note that the teacher makes use of the specialized language of Mathematics, but rather, as a communication strategy and anticipating possible difficulties in understanding this language, she uses several association devices familiar to the students, in order to facilitate their understanding. We also observe that the teacher uses some conventional forms of language in a soft way, with the meanings of the expressions of certainty and imperatives clarified previously to the students. We present as an educational product a reflective material for the teachers, to help them make conscious decisions regarding the linguistic practices in the classroom in order to favor the active participation of their students.