O conhecimento matemático na primeira série: conceitos e pressupostos dos professores

• Ano de defesa: 1995
• Autor(a) principal: Garcia, Sônia Maria dos Santos
• 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: Sala de aula; Escola pública municipal; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/27303; http://dx.doi.org/10.14393/ufu.di.1995.6

This study was conducted with the purpose of researching the concepts and assumptions verbalized by first grade teachers in interviews, and deduced from observations of their classroom practice. Thirteen teachers of a municipal public school, located in a lower middle class neighborhood of Uberlandia. In this research, it was of fundamental importance to recover part of history, where the problem originated, with the desire to understand it, seeking proposals for the Mathematics that is worked in elementary school. For this it was necessary to look for theoretical subsidies in Genetic Epistemology and Constructivism of JEAN PIAGET. With the help of this theory, we sought to reflect on studies and research in mathematics, with the purpose of unveiling the findings of this last decade. The methodology used was a predominantly qualitative approach, using as instruments of data collection the interview, the observation and some graphic materials used by the teachers in the period of comments. 1The findings of this study were analyzed together in order to better understand the context lived by the teacher. Thus, the teachers verbalized a conception that comes very close to the desire and desire to make a meaningful Education for both them and their children, but practice another that comes very close to traditional conceptions, such as associationist empiricism, which believes in the importance of memorization, exhaustive repetition and associations between stimulus and response in knowledge acquisition. It was concluded that the teacher verbalizes a “desired” conception and practices another “mixed” conception, something between the desirable and the possible. Some implications were discussed with a view to resizing the process of teacher education and training regarding Mathematical Knowledge in the early grades. Elementary School.