Ensino de matemática nos anos iniciais: com a palavra as professoras polivalentes de uma escola de Bagé/RS

Abstract

The present dissertation, developed in the line Teacher Training of the Postgraduate program In Science and mathematics teaching – master‟s degree – Ufpel, had as main objective to analyze the pedagogical practice of polyvalent teachers in the teaching of mathematics in the early years. This choice is justified by the concern with the mathematical formation of students of the initial years, due to the results of these students in institutional assessments of learning. The methodological proposal had a guiding principle anchored in qualitative research. The study had as research subjects Five polyvalent teachers, two of 3 º year, one who teaches in the 4th year and two who teach in the 5th year, in the afternoon shift, in a private and philanthropic school in the city of Bagé, Rio Grande do Sul, with data collected through questionnaires and observations. Data analysis is based on discursive Textual Analysis (ATD). Through the ATD were built two metatexts that present a triangulation of the researcher's data, theory and analytical inferences. The first is described the motivations that led the teachers to seek training to teach in the initial years of elementary school, as well as their perceptions about the mathematical formation received in the courses. In the second text, it describes, based on the testimonies of the teachers and that observed in the classroom, what was identified about their mathematical knowledge, relating this knowledge to the teaching practice. As the main findings, the data evidence How the application of mathematical knowledge is consolidated in practice of the teachers, Allowing to identify SuThe limitations and difficulties About teaching mathematics to children. It was still evident The relationship between Your Initial training and Fragility of knowledge needed to perform their teaching actions In relation to the contents Mathematical That must be taught. There was also disagreement among the ways in which teachers characterize their mathematics classes in the initial years and their pedagogical practice, which was evidenced in the observations made. The fragility of mathematical knowledge and Videncia Clearly When observing the lessons, which indicates a Need for Training that enables To Teachers the expansion of the mathematical knowledge needed to Pedagogical practice is based on learning with the effective construction of knowledge. From the results analyzed, as the final product, was drafted A continuing teacher training project based on problem solving.