Banca de DEFESA: LIVIA ELAINE DA SILVA SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LIVIA ELAINE DA SILVA SANTOS
DATE: 23/08/2022
TIME: 15:00
LOCAL: Bloco H do CAA
TITLE:

TEACHING DECISIONS OF THE MATHEMATICS TEACHER FOR THE DEVELOPMENT OF ALGEBRAIC THINKING IN THE FINAL YEARS OF ELEMENTARY SCHOOL

KEY WORDS:

Teaching Algebra, Algebraic Thinking, Didactic Decisions

PAGES: 156
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present study aims to analyze the macro-decisions of the mathematics teacher for the development of algebraic thinking in students in the 7th year of Elementary School. We take as a theoretical reference the Didactics of Mathematics, an area of knowledge of French origin, having as object of study the teaching and learning processes of mathematics and being interested in the construction of knowledge by the subject himself, we undertook our study in the light of the Theory of Didactic Situations which constitutes a theoretical model to study the didactic relationship that is established in the triad teacher, student and knowledge, especially the model of structuring the environment proposed by Brousseau (1986) and the Enriched Teacher Activity Levels Model by Margolinas (2002, 2005), who envisions the role of the teacher's activity in this relationship. Our methodology consists of a qualitative approach and is based on the case study of a mathematics teacher who teaches in the 7th year of Elementary School at a state school in the city of Pesqueira/PE. The analyzes are discussed and presented based on the lesson plan prepared by the teacher on the mathematical knowledge of the 1st grade equation and on the semi-structured online interview, from the point of view of the knowledge and conceptions mobilized by the teacher about teaching and learning, the intentions of the teacher when organizing the medium and the choice of activities, as well as their instructions. The results show that the notion of algebraic thinking needs to be widely discussed in the initial and continuing education of the teacher, as well as clarified in the curricular guidelines on the teaching of algebra. In general, the teacher points out several important teaching strategies for the development of algebraic thinking. We also add that the choices made and the didactic decisions taken by the teacher establish an approximation with this way of thinking.

BANKING MEMBERS:
Presidente - 770.449.834-72 - FERNANDO EMILIO LEITE DE ALMEIDA - UFPE
Externo à Instituição - JADILSON RAMOS DE ALMEIDA - UFRPE
Interno - 009.027.667-16 - MARCUS BESSA DE MENEZES - UFPE