O ensino do conceito de limite por professores em cursos de licenciatura em matemática do Rio Grande do Sul

Abstract

This thesis aims to analyze the pedagogical approaches adopted in teaching the concept of limit, based on the testimonies of differential and integral calculus (DIC) professors of undergraduate teaching degree in mathematics courses in the state of Rio Grande do Sul (RS), Brazil. The theoretical framework is based on teacher training and teaching methodologies, addressing both traditional and innovative practices, with an emphasis on active methodologies and other methodologies. The research used a qualitative approach, with data collection through questionnaires applied via Google Forms and interviews. There were 15 professors attending the study as research subjects, they work in college level, in public institutions from different regions of RS state. Data analysis was performed using Bardin's Content Analysis (1977), with the aid of the ATLAS.ti software. The results indicate that most of the professors have between 11 and 20 years of experience and they extensively use classic textbooks, such as those by Stewart, Anton and Leithold, due to their theoretical depth. In addition, the professors complement their teaching with multimodal resources, such as videos, and the introduction of historical aspects of mathematics, a strategy indicated as effective for student engagement. As a technological resource, Geogebra plays a central role in teaching, being complemented by the use of other active methodologies, such as problem-based learning, cooperative learning, team-based learning and flipped classroom. The research revealed that 11 out of the 15 professors use some type of active methodology to teach the concept of limits. The conclusions of the research point to a clear transformation in the pedagogical practices of professors, reflecting changes in their habits throughout their professional careers. A growing understanding and application of active methodologies was observed, with an interest among professors in delving deeper into the topic and improving their teaching practices, evidencing an evolution in the pedagogical approaches adopted in teaching the concept of limit.