O ensino fundamental na perspectiva do professor reflexivo: uma proposta de estudo de caso sobre a aprendizagem significativa de multiplicação e divisão

• Ano de defesa: 2024
• Autor(a) principal: Rosa, Rosana Backes da
• Orientador(a): Ilha, Phillip Vilanova , Ilha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa
• Programa de Pós-Graduação: Mestrado em Educação em Ciências: Química da Vida e Saúde
• Departamento: Campus Uruguaiana
• País: Brasil
• Palavras-chave em Português: Letramento Matemático; Multiplication and Division; Reflective Teacher; Early Years of Elementary School; Mathematical Literacy; Significant Learning; Multiplicação e Divisão; Professor Reflexivo; Anos Iniciais do Ensino Fundamental; Aprendizagem Significativa
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: https://repositorio.unipampa.edu.br/handle/123456789/10579

Mathematics, a fundamental area of knowledge for the development of logical and critical thinking, is often taught mechanically and decontextualized, resulting in learning difficulties in students. Given this, Mathematical Literacy (ML) must be the main objective of Mathematics Teaching in the 21st century. This research aimed to investigate teachers' perception of the importance of ML in the Early Years of Elementary School and analyze students' ML based on a pedagogical intervention proposal that promotes Significant Learning (SL) of multiplication and division. The study is based on ML, Error Analysis and Significant Learning. A systematic literature review was carried out to identify studies on teacher perception. The pedagogical intervention was a case study, with a qualitative, exploratory and descriptive approach, using diagnostic evaluation and Didactic Sequences (DS) with active methodologies. The review results showed that teachers perceive the importance of ML, but present difficulty in its implementation due to the lack of training and time for planning. The application of DS with active methodologies revealed the potential to promote SL of multiplication and division, resulting in an advance in students' ML.