A educação algébrica no 8º ano do ensino fundamental das escolas públicas de Ribeirópolis/SE : entendimento dos professores de matemática

• Ano de defesa: 2012
• Autor(a) principal: Passos, Dariela Santos
• Orientador(a): Mariani, Rita de Cássia Pistóia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Álgebra; Ensino fundamental - Ribeirópolis, SE; Semiótica; Professores; Livros didáticos; Ensino de matemática
• Palavras-chave em Inglês: Algebra; Fundamental education; Teachers; Textbooks
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://ri.ufs.br/handle/riufs/5205

In this research we search investigate the understandings of the mathematics teachers of public schools Ribeiropolis/SE in relation to education algebra in 8th grade of basic school. For in surch we have adopted as the parameter eight (08) teachers who taught mathematics classes in public schools in the municipal and state education Ribeiropolis/SE in 2010. In intention to identify the didactic these teaching teachers identified the textbooks adopted and photocopy twenty-five (25) notebooks of students, and the assessment of such instruments occurred through the principles of content analysis (Bardin, 2010). Subsequently, we conducted semistructured interviews with all teachers, seeking to distinguish some understandings regarding the dimensions of the algebra and the registers of semiotic representation mobilized. From this perspective, we take as theoretical support Duval (2003, 2009, 2011), Brazil (1998), Usiskin (1994). Based on data collected and following the estimated of qualitative research concluded that teachers recognize that establishes the relationship between textbook content of school mathematics belong to the field of algebra and geometry, but not all indicate that such action aims to bring these two fields through conversions that contribute to student cognitive apprehension, since they report change the sequence of the textbook. Although most teachers pointing contents linked exclusively to the structural dimension as essential elements to be seized in the 8th year of elementary school, four teachers emphasize quantitatively more activities in equational dimension. Half of the teachers recognize that the size of generalized arithmetic can contribute to the work with the functional dimension, provided that evidenced the dependent and independent variables. When considering the transformations semiotic, the subjects which identify activities of treatment are the most basic and conversion that can be employed both in size and in equational structural dimension. However, when analyzing proposed changes in educational referrals of teachers surveyed, regardless of size inside, we found that the percentage of activities involving conversion of records is overcome by treatment. Teachers recognize that students have difficulties in relation to the implementation of treatments in algebraic and numerical records and facing these problems indicate that select the most basic activities. Even considering the importance of employing geometric registration as a support to justify the treatments in the record algebra teachers are categorical in stating that students have a higher level of understanding when substitutions are used only numerical. According to the teachers the most relevant conversions are those that take the record of natural language as a starting element, since they allow the development of reading skills, interpretation and visualization of mathematical objects. Nevertheless, most teachers reveals unaware that a conversion to make it part of the record of natural language becomes essential concepts inherent to mobilize arrival registration, whether algebraic, geometric, graphic or figural.