Os significados do erro na práxis pedagógica da matemática nos anos iniciais de escolarização

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The objective of this research is questioning the meaning of the childrens mistake in the pedagogic praxis of mathematics in the first years of school. The investigation tries to understand how teachers realize the mistakes and how they can transform it into an instrument of didactic reorganization of the classroom, as well as ask teachers to look for strategies of their continually academic formation. The research was, having the students of the 3rd grade participation, with the collaborating teachers and with the researcher-teacher during all its development. It was accomplished at a public school of Distrito Federal. This academic production proposes a new way of reading childrens mistakes in the mathematical learning into theoretical and epistemological consideration the Conceptual Field Theory of Gérard Vergnaud, and the subject of the epistemological obstacles, didactic and onto genetics in the Mathematical education, according to Brousseau, which has as base Bachelard. According to these theories, we can observe that childrens mistakes are from varied natures. Most of the times, the presented mistakes demonstrate their hypotheses concerning the Knowledge in the process of construction. The written and the childrens oral production were fundamental for us to understand the nature of those mistakes. Finally, it is the pedagogical mediation, looking for giving an answer to the child, as well as the insert of representative material, which made mistake disappeared, and the child cold represent his/her thinking. This paper, however, concludes a research, but it opens several other possibilities to continue the investigation on the understanding of the childs mistakes in the pedagogic praxis of mathematics.

ASSUNTO(S)

matemática - estudo e ensino educacao aprendizagem matemática - educação

ACESSO AO ARTIGO

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