Formação continuada para professores de matemática: o erro como recurso pedagógico e seu papel no processo de avaliação

Abstract

Inserted in the research line "Fundamentals and Educational Strategies in Teaching Science and Mathematics", this dissertation presents the report of a study carried out with Mathematics teachers who work at Elementary Schools. The objective of the research was to analyze how (in which way) teachers understand the error in the context of the evaluation process, from the participation in a continuing training course on error analysis with the content of sequences and series. The main point was to answer the following question: what are the effects of the training course on teachers' awareness of the role of error in the evaluation process?. The theme of this research came as a possible continuity / extension of an earlier project, SECOPROF, in which a test about sequence and series was developed and applied to students of the Mathematics Degree and the Masters in Science and Mathematics Teaching of the University of Caxias do South (UCS). This test served as the basis for the elaboration of the continuing training course, which is the object and engine of this study, applied to teachers of the municipal education network of Caxias do Sul. For the planning, development and analysis of the course, a review of the literature on error and its usage as a strategy for learning, in sequence and series activities, and in the reflection on the evaluation process was carried out. The analyzes of the results and discussions were made according to David Tall's Three Worlds Theory, as well as Ball, Thames and Phelps' studies on the types of knowledge for teaching mathematics. It was also resorted to the thoughts of Cury and Borasi regarding the analysis of errors, and of Luckesi, in relation to the evaluation. Among the results of the research, the relevance attributed to the course by the participating teachers is highlighted, which, in self-assessment and evaluation instruments of the training, affirmed that the course promoted changes in the approach of student errors. This was also verified with various demonstrations of attention and concern that teachers had with their planning, taking advantage of mistakes of their students, identified in evaluation instruments and other recurrent ones, and preparing strategies to use errors as a possibility to do learning.