Campo Conceitual Multiplicativo: reflexões sobre o ensino de Matemática em um curso de formação continuada com professoras dos anos iniciais.

• Ano de defesa: 2020
• Autor(a) principal: Mello, Leila de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas; Faculdade de Educação; Programa de Pós-Graduação em Ensino de Ciências e Matemática; UFPel; Brasil
• Palavras-chave em Português: Formação continuada; Professores; Ensino de matemática; Matemática nos anos iniciais; Campo Conceitual Multiplicativo; Continuing education; Teachers; Mathematics teaching; Mathematics in the early years; Multiplicative Conceptual Field; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/prefix/6164

This dissertation is a result of a qualitative research carried out the Postgraduate Program in Teaching of Science and Mathematics- Professional Master’s Degree at the Federal University of Pelotas, whose general objective was to analize the impacts of a proposal for continuing education, about the Multiplicative Conceptual Field on the practise of a group of teachers who teach Mathematics in Early Years, in this study characterized by acronym PEM, working in the Municipal Education Network of the municipality of Rio Grande- RS. The desire to conduct this survey arose when the author participated in the formation of the Nacional Pact for Literacy at the Right Age- PNAIC, as a study advisor (OE) role and felt instigated to answer questions regarding the Multiplicative Conceptual Field (CCM), to which neither Pedagogues or Mathematics teachers had studied, or at least said they had not studied. The subjects of this investigation were four teachers who teach Mathematics in the Early Years of Elementary Education (PEM) in the Municipal Education Network of Rio Grande. The research was developed through a collaborative group during a training process. This process was organizated as part of survey methodology, aiming at the production of data, having addressed the CCM. The process included studies, reflections, analysis and elaboration of problems, which were applied with students by the participating of teachers and, after the application, shared their experiences in the group resuming the reflections and study, generating the elaboration of new problems. For data collection, during training, questionnaires and interviews were applied. The data collected were analyzed using Textual Discursive Analysis- ATD. Based o the results obtained in the study, it is possible to affirm that the initial training courses do not account for the learning of many Mathematical concepts needed by teachers in their pedagogical practice and, hence, the importance of permanent training, in which the protagonism of the teacher is considered, giving him a voice, because this subject is the one who experience the day-to-day of the school and can indicate, better than any trainer, what his needs are, in addition he allowed to recognize that no change in, education will be possible without the acceptance and participation of teachers. Regarding the reflections on the practice of teachers participating in continuing education, whose theme was the Multiplicative Conceptual Field (CCM), it was possible to notice that the teachers began to propose more varied problems to their students, covering more situations within the CCM, showing, in practice, who had understood the importance of giving students different situations, so that they could better understand the concepts necessary for learning this Conceptual Field.