Formação continuada de professores : contribuições da resolução de problemas matemáticos nos anos iniciais do ensino fundamental

Abstract

Comprehended by the Research in the Educational Grounding and Strategies for Math and Science Teaching, this work presents a research about the continuous formation of teachers who work with basic education schools in the public educational system in the city of Flores da Cunha, RS, Brazil. This study intends to verify how the continuous formation contributes for the pedagogical practice intending to help Match teachers. So, the question in focus is: What contributions can a continuous formation course, which emphasizes mathematical problems solutions, give to the teacher of basic education? Considering a questionnaire of open and closed questions applied to teachers who were working with basic education in the public system in the previously mentioned city, it was possible to elicit the needs of the group of teachers in the organization of a continuous formation course. Teachers consulted pointed out to the resolution of problems of concern, considering the difficulties students face related to the teaching strategies. Thus, this was the theme proposed, and the course occurred from September to December 2016, covering activities related to theory and practice, and offering teachers a moment of reflection and discussion about the pedagogical practice. As a theoretical support, the works of Freire, Polya, Dante, Pozo, and Vasconcellos among others, contributed for the elaboration of the final product of the dissertation, which composed a “guide for continuous formations of teachers for the resolution of mathematical problems in the basic education”. This guide comprises the matter of teaching and learning Mathematics through problem resolution. It is expected that the product of this dissertation may help in the proposal of a continuous formation, being used with similar aims or for adequate new goals. It was developed based on the course “Continuous formation in Math: didactical strategies for problem resolution”, for which an investigation was done with subsequent analysis, deriving in the results presented in this dissertation. The implementation of the formation course was important, being recognized by the teachers that took part in it, because this permitted the restructuring of the pedagogical practices and the qualification of Math teaching and learning processes in the basic educational system. Therefore, Math can approach students‟ everyday by the use of resources presented in the course and because of the reflections that outcame and the interaction among teachers of the same educational system. It is correct to assert that the continuous formation course promoted positive changes in the approach of mathematical problems in the classroom. These changes are result of the teachers‟ dedication in the class planning, as they tried to be more detailed in relation to the objectives and pedagogical resources used, as well as they were more attentive to the mistakes and the success of each student.