Expressões Aritméticas: Crenças, Concepções e Competências no entendimento do Professor Polivalente

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

The present work is to identify and to analyse the beliefs, conceptios and abilities of teachers who teach from first to fourth grade of Basic Education working with arithmetical expressions. In this study we noticed that, the comprehension of a particular groups of situation problems called by mixed structures. In these problems, we have additive and multiplicative structures that happen in the same time. The mathematical sentence that represents a problem like this, is an arithmetical expression. This work is based on the theory about conceptual fields of Gerard Vergnaud linked in ideas of Nóvoa and Ponte. A handle descriptive study was developed by an alaboration and aplication of an instrumental diagnosis, put in practice by seventy teachers from four schools that work with basic education in São Bernardo do Campo. The instrument was composed by three parts: (1) outline; (2) conception and (3) ability. The analysis of the obtainned results was realized in agreement that the way the instrument was prepared. The results showed that teachers didnt perceive the arithmetical conception as a mathematical model that represents a situation problem; they realized it as a calculation set. In relation to ability, we certify that teachers found a huge problem to make an effort that envolve a doble conceptual field in mixed structures. It follows that teachers didnt have the necessarily knowledge about additive and multiplicative structures

ASSUNTO(S)

arithmetical structures conceptual field diagnostic study matematica expressões aritméticas ensino fundamental formação de professor estudo diagnóstico campo conceitual basic education teacher formation educacao matematica

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