Desenvolvimento do pensamento algébrico : concepções de professores e manuais escolares
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2013
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Este trabalho começa com observações de natureza teórica, focando-se no conceito
de Pensamento Algébrico. Sob esse pano de fundo discute-se a pertinência da inclusão deste
tipo de pensamento no novo Programa de Matemática do Ensino Básico. Analisam-se
diferenças e semelhanças entre o currículo nacional, descrito em relação ao desenvolvimento
do Pensamento Algébrico e as normas publicadas pelo National Council of Teachers of
Mathematics [NCTM]. Identificam-se características específicas de actividades de sala de
aula que as nutrem de potencial algébrico.
Procurando encontrar respostas adequadas sobre como os professores do 1º Ciclo
concebem o desenvolvimento do Pensamento Algébrico dos seus alunos e como os Manuais
Escolares de Matemática destes níveis de escolaridade promovem esse tipo de pensamento,
entrevistam-se professores, analisam-se e avaliam-se manuais.
A concepção que os professores do 1ºCiclo entrevistados têm de Pensamento
Algébrico dos alunos, nos primeiros anos de escolaridade revelou-se próxima de algumas
habilidades implicadas nesse tipo de pensamento mas longínqua de outras.
Quanto aos manuais analisados, tomando como principal referência o Programa
Nacional de Matemática, concluiu-se que cobrem de forma geral os itens por este
estabelecidos. Foram ainda comparados os manuais com as metas estruturais do Pensamento
Algébrico que se devem esperar em Manuais de Matemática do 1ºCiclo, definidas por Lew,
investigador coreano, tendo-se confirmado a promoção de algumas habilidades que
caracterizam este tipo de pensamento, nomeadamente a abstracção, o desenvolvimento do
pensamento analítico e a modelação.
This work begins with observations of theoretical nature, focusing on the concept of Algebraic Thinking. Under this background, we discuss the relevance of including this type of thinking in the new Mathematics Program for Basic Education. We analyze the differences and similarities between the national curriculum in relation to the development of Algebraic Thinking and the standards published by the National Council of Teachers of Mathematics [NCTM]. Specific features of classroom activities that nurture the potential Algebraic Thinking are identified. Teachers were interviewed and textbooks were analyzed and evaluated while looking for answers with respect to the concepts teachers of the Elementary school have about Algebraic Thinking and its development among their students, as well as how mathematics textbooks promote this thinking, Evidence shows that the teachers of the Elementary School that were interviewed have some concepts close to the literature taken as reference but distant with respect to some others. As for the textbooks that were analyzed, taking as benchmark the National Mathematics Program, we concluded that generally they cover the items that were established. We also compared the textbooks with the goals of Algebraic Thinking that are to be expected in Mathematics textbooks for elementary school, defined by Lew, a researcher from Korea. This led to the confirmation of the presence of some abilities that characterize this type of thinking, namely abstraction, development of analytical thinking and modeling.
This work begins with observations of theoretical nature, focusing on the concept of Algebraic Thinking. Under this background, we discuss the relevance of including this type of thinking in the new Mathematics Program for Basic Education. We analyze the differences and similarities between the national curriculum in relation to the development of Algebraic Thinking and the standards published by the National Council of Teachers of Mathematics [NCTM]. Specific features of classroom activities that nurture the potential Algebraic Thinking are identified. Teachers were interviewed and textbooks were analyzed and evaluated while looking for answers with respect to the concepts teachers of the Elementary school have about Algebraic Thinking and its development among their students, as well as how mathematics textbooks promote this thinking, Evidence shows that the teachers of the Elementary School that were interviewed have some concepts close to the literature taken as reference but distant with respect to some others. As for the textbooks that were analyzed, taking as benchmark the National Mathematics Program, we concluded that generally they cover the items that were established. We also compared the textbooks with the goals of Algebraic Thinking that are to be expected in Mathematics textbooks for elementary school, defined by Lew, a researcher from Korea. This led to the confirmation of the presence of some abilities that characterize this type of thinking, namely abstraction, development of analytical thinking and modeling.
Descrição
Orientação: Glória Ramalho
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, ÁLGEBRA, MATEMÁTICA, ENSINO BÁSICO 1º CICLO, MANUAIS ESCOLARES, PRÁTICAS EDUCATIVAS, EDUCATION, ALGEBRA, MATHEMATICS, PRIMARY EDUCATION, TEXTBOOKS, EDUCATIONAL PRACTICES