Saberes metodológicos para o ensino de matemática na perspectiva do pacto nacional pela alfabetização na idade certa

• Ano de defesa: 2016
• Autor(a) principal: Pereira, Mariana Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Educação; Matemática - Estudo e ensino; Matemática - Formação de professores; Educação - Métodos de ensino; Formação de professores; PNAIC; Metodologias de Ensino; Educação Matemática; Teacher training; Teaching Methods; Mathematics Education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/17961; http://doi.org/10.14393/ufu.di.2016.244

The proposal for the course of continuous training for Mathematics teachers of the initial years of elementary school, offered by the PNAIC (National Pact for the Literacy at the Right Age), in 2014, presents, through the “Cadernos de Formação” (Training Booklets), methodological frameworks aiming at collaborating with the teaching practice and, consequently, with the appropriation of the mathematical knowledge by the students at the literacy stage. In this regard, this research, linked to the field of Education in Sciences and Mathematics, intended, mainly, to study, analyze, understand and describe how the methodological knowledge about Mathematics teaching regarding Problem Solving, the History of Mathematics; the Information and Communication Technologies and the Games were approached by the PNAIC, in 2014, and establish relations of these approaches with the studies of different authors who study this theme. To perform this study and achieve the intended objectives, we chose a bibliographical research with a qualitative approach, for which we used, as research sources, official documents, scientific articles, books, Master’s dissertations and Doctoral thesis, in order to subsidize both the theoretical aspects of the theme being studied and the conditions of the analysis, seeking to address the research question. We found that, despite the fact that the “Training Booklets” address the four methodological alternatives, the emphasis is upon Problem Solving and Games. We also concluded that the work with Problem Solving and Games are close to the proposals by the scholars in the field considered in this study, however, there are detachments regarding the History of Mathematics and also regarding the Information and Communication Technologies.