A dialética entre o concreto e o abstrato na construção do conhecimento matemático

• Ano de defesa: 2015
• Autor(a) principal: Soares, Luís Havelange
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Ensino de Matemática; Education; Relação concreto e abstrato; Dialética no ensino de Matemática; Concrete and abstract relationship; Dialectic in Mathematics teaching; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8565

Although this research discusses the specificity of Mathematics objects of study, focusing on the concepts of concrete and abstract, it is not characterized as an ontological study, but a predominantly epistemological one. We have analyzed how the concrete and the abstract are conceived and how they relate to the mathematics teaching-learning process. Therefore, we have considered theoretical elements from the fields of Philosophy, Education and the History of Mathematics. In the field of mathematics education, we have adopted a constructivist perspective and our research has a theoretical dimension, although we approach the consequences of the thesis that advocate for the teaching and learning of mathematics. Aiming to expand the understanding of our object of study and settle our arguments, we take as an additional source of information, in addition to theoretical studies conducted on the subject, the views, beliefs and practices of teaching. We seek to identify possible connections between them and the conceptual aspects of the concrete and the abstract, in the mathematical objects and in the process of teaching and learning. As a tool, we used semi-structured interviews conducted with a group of seven teachers at work in Basic Education, under which were evidenced conceptions of the concrete and abstract concepts, close to common sense, with no evidence of promoting a dialectical relationship between them in the teaching of Mathematics. Most respondents said that most mathematical objects studied in Basic Education is concretely representable and that they should be associated with manipulated objects materially. We argue, however, that the concreteness of a mathematical object is not related to sensitive issues, to the materiality, but that it depends on a specific set of elements and on the performing of an educational process that needs to be based on a dialectical relationship between the concrete (whether material or cognitive) and the abstract. Only when they reach the condition of cognitive concrete objects and become susceptible to mental manipulation, they form a group of prior knowledge that will support the learning of new mathematical objects associated with them.