Conhecimento matemático e suas significações: professores de matemática em formação inicial no clube de matemática

• Ano de defesa: 2019
• Autor(a) principal: Silva, Mayline Regina
• Orientador(a): Cedro, Wellington Lima
• Banca de defesa: Cedro, Wellington Lima, Lopes, Anemari Roesler Luersen Vieira, Matos, Fabiana Fiorezi de Marco
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Formação inicial de professores de matemática; Conhecimento matemático; Significação; Atividade pedagógica
• Palavras-chave em Inglês: Pre-service mathematics teacher; Teacher education; Mathematical knowledge; Pedagogical activity; Meaning
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10060

The subsequent work presents proposals to formative actions on mathematical knowledge signification in a group of math teachers, all of which being members of the Mathematics Club Project and under initial formation at the Federal University of Goiás. In the following content, there are the presuppositions of Historic-Cultural Theory, as well as the principles of Guided Teaching Activity, based upon the ideas of Vigotski, Leontiev, Davidov e Moura. The objective of the investigation was to find evidence to understand the process of assimilating mathematical knowledge that new math teachers undergo. With that in mind, we introduced the systematisation of formative actions among the subject group with the intention of organising a formative space for study and discussions, and the topics revolved around the Logic-Historical Movement of Mathematical Knowledge, the role of the collectivity on this process and the constitutional comprehension of math pedagogical activity, all motivated by the instigating question: how future math scholars transform under the process of mathematics knowledge signification by means of presuppositions of Historic-Cultural Theory present on Math Club Project? The results revealed the need to elaborate formative spaces that provide an environment to support humanisation, the search for meaning and significance for the relationship between theoretical and practical instruction and that teaching learning surpasses the need for organising math teaching according to the conception that knowledge is understood as that produced by the human being, in history, evidencing their needs through their social coexistence.