Formação de professores: conhecimentos, discursos e mudanças na prática de demonstrações

• Ano de defesa: 2007
• Autor(a) principal: Serralheiro, Tatiane Dias
• Orientador(a): Ag Almouloud, Saddo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Formação de professores; Demonstração em geometria; Mudanças de discursos e atitudes; Matematica (Elementar); Matematica > Estudo e ensino; Professores de matematica > Formacao profissional; Educacao matematica
• Palavras-chave em Inglês: Teachers formation; Demonstration in geometry; Changes in speeches and attitudes
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/11285

The present research boards the following questions: which represent the initial knowledge about Demonstration presented by teachers participating in the project The deductive reasoning in the teaching/apprenticeship of Mathematics in the final degrees of the Fundamental Teaching ? May the teacher s participation in the project also reflect any kind of change in the practice in Geometry? The theoretical part worked on general aspects related to the demonstration and formation of teachers. Referring to the demonstrations, it was adopted the definition proposed by Balacheff (1982), having been done a survey about their importance, as means of convincing, and to explain, discover, communicate, challenge and systematize basing on the ideas of De Villiers (2002). Besides that, their importance was related to the PCN proposals (1998). Regarding to the teacher s formation, the ideas of Shulman (1986), Schön (1995) and Nóvoa (1995), were shared, among other authors with regard to initial and continuous formation processes focused in the reflection to be the starting point for any change. In this sense, some results obtained in other researches were discussed, involving the teachers formation and/or changes and/or demonstration in Geometry. The concept of belief and how it acts in the teaching speech was also reported. In order to answer the first research question, it was used data obtained from the applied questionnaires. It was checked that the initial knowledge of the teachers about demonstrations was very abstract and some of them not even knew what it is to demonstrate in Mathematics. It was, also, found the existence of many saturated voices in the teachers speeches which act as beliefs in their opinions, as well as several observations in which the responsibility for the impossibility of working with demonstrations in Mathematics in the basic school would be totally in the initial formation processes. The answers found in the second research question represented some subtle changes as: the autonomy of the participating teachers before the process of developing a demonstration in Geometry, starting from a diffident condition to a critical condition and confidence in the moment of drawing up a demonstration, as well as alterations in the practice in classroom, even in our own practice. These changes are due to the desire of developing the argumentation process, first step for the construction of a demonstration