Reflexões sobre uma formação inicial de professores que ensinam matemática discutindo o conceito de ângulo

• Ano de defesa: 2019
• Autor(a) principal: Carvalho, Viviane Espinosa de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação Matemática e Ensino de Física; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Ângulo; Educação matemática; Professores que ensinam matemática; Teoria histórico-cultural; Angle; Mathematical education; Teachers who teach math; Historical-cultural theory; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/20233

This work presents the movements of a master's research developed under the Research Line 1: Teaching and Learning of Mathematics and its Philosophical, Historical and Epistemological Foundations of the Post-Graduate Program in Mathematics Education and Teaching of Physics of the Federal University of Santa Maria (UFSM), whose main objective is to investigate the formation of future teachers who teach mathematics during the discussion of the concept of angle for the initial years of Elementary School. Academics of the courses of Mathematics and Pedagogy of the UFSM that had already studied Mathematics Education were invited to participate in a project in the perspective of a training experiment with the purpose of discussing the teaching of angle in the initial years of Elementary Education, more specifically in the 5th year, through situations triggering learning from the perspective of the Teaching Teaching Activity. The theoretical assumptions of Historical-Cultural Theory, Activity Theory and Teaching Activity guided the development of the research. The reflective sessions, the actions taken throughout the project and the results obtained allowed us to conclude that there was an appropriation of the studied mathematical concept, a change in the understanding of what it is to be a teacher, an understanding of the significance of collective doing, which certainly influenced the and provided them with subsidies to face the challenges of the future teaching life.