Uma caracterização das finalidades dos materiais didáticos como um elemento do saber profissional do professor que ensinava matemática a partir de revistas pedagógicas (primeira metade do século XX)

• Ano de defesa: 2022
• Autor(a) principal: Nascimento, Aila Maiara Santos
• Orientador(a): Santos, Ivanete Batista dos
• 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: Educação; Material didático; Matemática - Estudo e ensino; Aritmética - Estudo e ensino; Geometria - Estudo e ensino
• Palavras-chave em Inglês: Didactic materials; Pedagogical magazines; Professional knowledge
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/15790

This work is the result of a research that aimed to characterize the purposes of teaching materials as an element of the professional knowledge of the teacher who taught mathematics from guidelines published in copies of pedagogical magazines from the first half of the 20th century. To achieve the proposed objective, copies of magazines were examined: Revista de Ensino, Revista Escolar, Revista do Professor. Education Magazine, Children's School Magazine. The understandings for examining the sources were based on Souza (2013) for teaching materials, Valente (2019) for the constitution of professional knowledge and Morais, Bertini and Valente (2021) for teaching mathematics and its constituents: sequence, graduation, meaning and exercise/problem. From the examination it was possible to identify different teaching materials such as: Parker cards, lathes, balls, toothpicks, oranges, sheet of paper and lathe. These materials mentioned to address concepts related to numbers, arithmetic operations, fractions and geometric figures. The use of these teaching materials were characterized with different purposes: representation, manipulation and construction. It is worth mentioning that in relation to numbers, fractions and operations, the orientation was for the use of teaching materials for the purpose of representation or manipulation. As for the geometric knowledge, it was possible to identify the use of teaching materials for the purpose of construction, based on questions and auxiliary teaching materials. Finally, it is possible to affirm that the guidelines for the use of the didactic materials identified in the examined sources should be incorporated into the teacher's classroom environment for the purposes of representation, manipulation and construction for the teaching of arithmetic or geometric knowledge. This finding was possible from the use of the category of analysis such as graduation, which is a constituent of teaching mathematics. And because of that, it is argued here that from the sources examined, the didactic materials identified had the purpose, in all cases, to promote an articulation between a mathematics and a mathematics to teach, constitutive elements of the professional knowledge of the teacher who taught mathematics.