O uso de material didático de manipulação no cotidiano da sala de aula de Matemática.

• Ano de defesa: 2012
• Autor(a) principal: Silva, Rômulo Alexandre
• Orientador(a): Andrade, Silvanio de
• Banca de defesa: Rêgo, Rogéria Gaudencio do , Medeiros, Kátia Maria de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Mestrado Profissional em Ensino de Ciências e Matemática
• Departamento: Ensino de Física
• País: BR
• Palavras-chave em Português: Educação matemática; Material didático; Recursos didáticos
• Palavras-chave em Inglês: Mathematics education; Educational material; Teaching resources
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1646

The present work has as its aims to check the contribution of manipulative materials in the learning and teaching process of Mathematics in the classroom routine during contents development. The research has been based in the processes of internalization, mediation, concept formation of Vigotski s social constructive theory, as well as in researches de Fiscarelli, Nacarato, Lorenzato, Aguiar, Turrioni, Fiorentini and Miorim, making use of manipulative materials and Mathematics teaching laboratory from the classroom. The research has been developed on the qualitative research mode, where we make the option for the teacher research approach, where we act as researcher teacher in our own classroom. The field work was done in 9th year class of elementary school in a private school in Campina Grande city. When researching about several authors concepts about the theme, we identified some limitations of a direct order about the manipulative material usage which we cannot use in all classes, or some contents of indirect order as a demand of a longer time for planning, and use of resources for the use in the classroom. About the possibilities, we remark the socialization in the team work, of a more performing and thoughtful student in relation to the teaching-learning of Mathematics, and a more active participation in the teacher-student relationship. We identified at this use can link the teaching-learning process of certain contents in a qualified way. Presenting some teaching situations where the manipulative material is present, we will discuss how to work out scientific concept formation on the pupil, being the teacher a linking subject in this process. Among the obtained results we highlight: the student s more intense involvement in the developed activities and in team work, a deeper comprehension of Mathematics concepts, with a larger possibility of leaving the guided manipulating activity towards a mental activity.