Saberes e concepções de educação algébrica em um curso de licenciatura em matemática

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

Investigations have shown that difficulties experienced by students when dealing with topics of Algebra, across a range of schooling levels, may be rooted in certain conceptions of Algebra Education, either their own or those held by their teachers. These conceptions provide the basis for knowings held by teachers and students in Teaching Degree programs in Mathematics. Given the relevance of this link, the purpose of the present study was to identify knowings and conceptions related to Algebra Education deployed by teachers and students in a Teaching Degree program in Mathematics. To this end, a case study was conducted employing an ethnographic approach at a university located in the state of São Paulo, Brazil. The categorizations developed by Lee and Fiorentini et al. were the primary theoretical framework adopted to identify conceptions held by students and teachers in the program. The teaching-related knowings were analyzed based on two approaches: according to Tardifs perspective, in which the notion of knowing has a wider scope that encompasses, among other aspects, attitudes of professionals; and according to Shulmans perspective, which allows for identification of a repertoire of knowledge held by teachers related to mathematical contents, of which the elementary Algebra topics were our focus of interest. Data were collected from selected documents and by interviewing three 1st-year and five 2nd-year students along with four teachers, one of whom also acted as program coordinator. The Structural-fundamentalist conception (defined by Fiorentini et al.) proved predominant among the teachers, as did Algebra as Language (defined by Lee). Among students, the Linguistic-pragmatic conception (by Fiorentini et al.) and that of Generalized Arithmetic (by Lee) predominated. The investigation enabled identification of a potential for broadening knowings related to the teaching of elementary Algebra topics and linked to Algebra Education. Given that teachers and students lack knowings related to pedagogical, curricular, or content knowledge (defined by Shulman) needed for teaching elementary Algebra topics, across various schooling levels, the participants investigated generate some of the very difficulties they face. If the teachers and students interviewed are to overcome their current situation, they will need at least to enlarge their repertoire of knowings and concurrently examine a range of conceptions of Algebra and Algebra Educationnot only those available in the literature, but also those held by them. It is the authors belief that further studies involving the school community and carried out under the auspices of an institutional project represent a direction for future investigation. To this end, the present study provides a valuable contribution to the area

ASSUNTO(S)

teaching degree in mathematics matematica algebra -- estudo e ensino educação algébrica licenciatura em matemática tópicos elementares de álgebra elementary algebra topics algebra education

ACESSO AO ARTIGO

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