A natureza da matemática no contexto de redimensão de práticas pedagógicas para o ensino de matemática na educação básica

Abstract

We present a research with contributions from the study of the Nature of Mathematics to redimension pedagogical practices for teaching Mathematics in Basic Education. To contextualize this research, data from the Basic Education Assessment System (BEAS) 2017 were used. This system highlights the possible difficulties presented by students with the process of learning mathematics, in addition to focusing on the demands and challenges for pedagogical practices of teachers. The theoretical framework is based on the Nature of Mathematics conceptualized by Stewart (1996), on the ideas presented by Becker (2012) for the mathematics teachers' conceptions on Mathematics and on Franco (2015) to present characteristics on pedagogical practices. It was observed that, based on Becker (2012), the conceptions presented by teachers about the área of Mathematics can interfere in their teaching practice, being necessary to review their own concepts to plan their practice. In order to achieve the proposed objectives, an exploratory qualitative research was carried out with teachers working in public Basic Education in the city of Caxias do Sul. The research corpus was built from the transcripts of the dialogued interviews conducted with eight teachers of Basic Education, which four of them working in secondary education in the state network and four of them working in elementary education in the municipal network. The interviews were conducted via vídeo call on the Whatsapp application in the months of May and June 2020. The constructed data were analyzed and discussed from the Textual Discursive Analysis of Moraes and Galiazzi (2011). The identified categories were: Many, many exercises; Colloquial Language and Mathematical Language; Little History; `Where do we use this??; Early Years: Training and Blocking and About `What is Mathematics??. The developments of the research indicate that the practices for teaching Mathematics need to be focused on meaning and understanding, so that they have the potential to develop logical mathematical thinking; practices focused only on solving exercises may not initiate processes that lead to the learning of mathematical concepts; contextualization must be adapted to the student's reality so that it is possible for students to signify the operations performed, being able to go beyond the manipulation of symbols, but relating them to the Nature of Mathematics; mathematical language is a constituent part of its nature and concerns its ability to represent every Day phenomena and situations. This needs to be studied in order to provide students with this understanding. We can also infer about the importance of undergraduate courses to include in their curriculum studies related to the Nature of Mathematics and their importance, which may influence the creation of educational practices in the context of Basic Education. This knowledge can help the teacher to resize his pedagogical practices so that they can be the basis for the teaching of mathematics to develop logical-deductive thinking among other competencies recommended for this área of knowledge [resumo fornecido pelo autor].