INDÍCIOS DA APRENDIZAGEM DE PROFESSORAS DOS ANOS INICIAIS ACERCA DO PENSAMENTO ALGÉBRICO EM UM GRUPO DE ESTUDOS

• Ano de defesa: 2022
• Autor(a) principal: Jocelei Miranda da Silva
• Orientador(a): Klinger Teodoro Ciriaco
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Formação Contínua de professores. Grupo de Estudos. Colaboração. Pensamento algébrico. Anos Iniciais.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/4517

This dissertation highlights referrals and results of a master's research, linked to the Postgraduate Program in Mathematics Education (PPGEduMat), of the Federal University of Mato Grosso do Sul (UFMS, Campo Grande), along the line of research "Teacher Training and Curriculum". As an objective, it sought to understand the learning movement of teachers of the literacy cycle in relation to algebraic thinking from the constitution of a remote study group centered on the school. The methodological approach is located in the scope of qualitative research where the researcher is a participant-observer, which is based on virtual interactions during synchronous meetings via Google Meet. The data production instruments were: written sources from the researcher's field diary; the observation of the reflective sessions in the group; and the analysis of the nature of the tasks that involve the thematic unit "Algebra", which were shared/analyzed by the teachers, denoting episodes that indicated the learning. The results obtained show how challenging it is for teachers to work on aspects of algebraic thinking in the early years, both because of the initial training that did not satisfactorily address concepts related to Mathematics, and because of the lack of adequate preparation so that they can work on the contents of the present theme with the children who work, in view of the implementation of the National Curricular Common Base (BNCC). In this way, in view of the elements put under consideration, we realized that the actions of the group in question helped the participants to structure the knowledge related to the work with the theme and, not only that, but also contributed to the professional development in the improvement of knowledge regarding to Mathematics Education in the early years, organization of tasks and even perception of the nature of actions that make it possible to develop algebraic thinking.