O ensino do Teorema de Pitágoras: Concepções de professores e uma proposta de abordagem

• Ano de defesa: 2021
• Autor(a) principal: Galvão, Janaína Teodoro dos Santos
• Orientador(a): Barboza, Pedro Lúcio
• Banca de defesa: Maciel, Aníbal de Menezes, Cavalvanti, José Dilson Beserra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Ensino de Geometria; Teorema de Pitágoras; Formação de professores; Sequência didática
• Palavras-chave em Inglês: Geometry teaching; Pythagorean Theorem; Teacher training; Didactic sequence
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73999

The aim of this study is to analyze the conceptions and practices of elementary school mathematics teachers about the Pythagorean Theorem and elaborate a didactic sequence as a teaching proposal to approach this Theorem. The participants in this research were seven public elementary school math teachers with more than five years of experience in their teaching career. Data used in a qualitative approach were obtained through semi-structured interviews. With the participants’ reports, we can see the pedagogical actions of teachers in classes about the teaching of the Pythagorean Theorem. In the interview questions, we sought to understand how teachers use methodologies in the classroom, and how these participants approach the Theorem. We understand that initial teacher training alone is not enough to ensure good pedagogical practice in Mathematics classes. In this study, it is possible to suggest that the professors participating in the research are divided into two groups. Those who approach the Pythagorean Theorem in pedagogical practice considered traditional and the group of teachers who seek to escape this perspective, offering alternatives to the student, help in the process of knowledge construction. This research aims to contribute to the training of mathematics teachers, as an alternative to make Geometry classes more interesting, as it offers elements about a didactic sequence that proposes to rethink and reflect on the pedagogical practice in the classroom as a way of alleviate the difficulties experienced by teachers and students regarding the teaching of Theorem.