Conhecimento Matemático para o Ensino de Diferentes Significados do Sinal de Igualdade: um estudo desenvolvido com professores dos Anos Iniciais do Ensino Fundamental

Abstract

Resumo O objetivo deste artigo é apresentar os principais resultados da pesquisa de mestrado "Conhecimentos de professores dos Anos Iniciais do Ensino Fundamental para o ensino dos diferentes AbstractOur goal in this paper is to present the main results of a master's degree research on "Elementary school teachers and their knowledge for teaching the different meanings of the equal sign". This research aimed to understand what knowledge the teachers announce and demonstrate about the different meanings of the equal sign. The analysis were developed using data triangulation produced by questionnaires, by document analysis, and by a social collective interaction. Among results, we have observed that the teachers showed limitations in recognizing the different mathematical meanings of the equal sign; in realizing some implications from teaching the different meanings of the equal sign in/for the curriculum; in justifying potentialities of a collective work in mathematics classes. We highlighted, in the end, that such analytical study of the components involved in the

Primary School Teacher’s Professional Learning: Exploring Different Meanings of the Equals Signal

“…In turn, Kieran et al (2016) also point out that it is not enough for teachers to understand well mathematics only, they need to acquire experience in looking into the students' thinking, they must (re)orient their practices and beliefs to develop and listen to the mathematical ideas that students bring. In Brazil, Trivilin and Ribeiro (2015) emphasize the need for offering continuing education to teachers who teach mathematics in the early years, since their professional knowledge has gaps regarding AT development. The results pointed out by Trivilin and Ribeiro (2015) show it is important to understand the different meanings of the equals sign, expanding the operational meaning beyond what is normally approached in schools.…”

“…In Brazil, Trivilin and Ribeiro (2015) emphasize the need for offering continuing education to teachers who teach mathematics in the early years, since their professional knowledge has gaps regarding AT development. The results pointed out by Trivilin and Ribeiro (2015) show it is important to understand the different meanings of the equals sign, expanding the operational meaning beyond what is normally approached in schools. Such indications agree with the BNCC (Brasil, 2017) recommendations, thus giving even more topicality to the results we analyze in this research.…”

“…Therefore, taking national and international literature and curricula guidelines on AT development in the early years of schooling, in our research, we decided to focus on an approach that explores the different meanings of the equality sign, or equals sign (Kieran, 1981;Ponte, Branco & Matos, 2009;Trivilin & Ribeiro, 2015). Preponderant elements are identified in the triggering of our driving question: to what extent professional learning tasks grounded in practice foster the mobilization and construction of teachers' professional knowledge to develop students' AT in the early years of education?…”

Conhecimento matemático para ensinar Álgebra nos Anos Iniciais do Ensino Fundamental

“…Neste nosso trabalho, o sinal de igual e os seus diferentes significados passam a ter uma especial importância, na medida em que nos Anos Iniciais o sentido operacional é amplamente utilizado, em detrimento dos outros significados (Trivilin & Ribeiro, 2015).…”

“…Diante do apresentado, alguns aspectos surgem como elementos constituintes do presente trabalho e farão parte da análise dos dados ancorados na viabilidade do trabalho com o Pensamento Algébrico nos Anos Iniciais: a generalização e a busca pelas regularidades como aspecto central desse tipo de pensamento (Mason, Graham, & Johnston-Wilder, 2005), a Aritmética Generalizada pressupondo o trabalho com as propriedades das operações (Blanton & Kaput, 2005) e os diferentes significados do sinal de igual (Trivilin & Ribeiro, 2015).…”