Teaching of Mathematics in the initial years of Fundamental Teaching in Brazil: what the research presented in the XII ENEM-2016

Julia de Cassia Pereira Nascimento, Edda Curi

Abstract


This paper presents a review of an ongoing postdoctoral research that seeks to identify and analyze the themes, methodologies and theoretical contributions of the productions related to the teaching of Mathematics in the initial years of Elementary Education and the training of its teachers. The purpose of this article is to establish the themes and theoretical and methodological approaches worked in the productions that deal with the teaching of Mathematics in the initial years of Elementary Education and the formation of its teachers, starting from the works presented in the XII ENEM / 2016. Using documentary research and the state of the art or state of the art methodology, a cut was made in 6 of the 25 proposed axes at the Meeting, analyzing 205 works related to the focus of our research. We present in this article, the 30 works of the Axis Conceptions, Beliefs and Attitudes in Mathematics Education. Initially it was verified that only 5 of them dealt with Mathematics in the initial years of Elementary School and, among these, we delimited only 2, dealing directly with teaching and learning. The analyzes carried out in these works allowed to perceive a greater concern with the teacher training and its practice in the teaching of Mathematics, without concentration of themes or contents, as we expected. We conclude that challenges and possibilities are presented in the discussions offered in the analyzed works, also showing new updated trends and theoretical references. In this sense, the presentation of papers in meetings and congresses in the area, with discussions about the conceptions of teachers and trainers of teachers who teach mathematics, in the different contexts in which they live their practices, can contribute to the improvement in the teaching and learning of Mathematics.


Keywords


Mathematics Teaching and Learning; Initial years; Teacher training

References


BALL, D.L.; THAMES, M. H.; PHELPS, G. Content knowledge for teaching: what makes it special? Journal of Teacher Education, v. 59, n. 5, p. 389-407, Nov./Dec. 2008. Disponível em https://www.math.ksu.edu/~bennett/onlinehw/qcenter/ballmkt.pdf . Acesso em 08 ago. 2017

BARDIN, L. Análise de conteúdo. Lisboa: Edições 70, 2007.

BRASIL. Secretaria de Educação Fundamental. Parâmetros curriculares nacionais: Matemática / Secretaria de Educação Fundamental. – Brasília: MEC/SEF, 1997. 142p.

CURI, E. A matemática e os professores dos anos iniciais. São Paulo: Musa, 2005. (Biblioteca Aula Musa Educação Matemática; v.2).

CURY, H. N. Uma proposta para inserir a análise de erros em cursos de formação de professores de matemática. São Paulo: Educação Matemática Pesquisa, v.15, n.3, pp.547-562, 2013. Disponível em file:///C:/Users/User/Downloads/16693-44125-1-PB.pdf. Acesso em: 10 ago.2017

FIORENTINI, D. Rumos da pesquisa brasileira em educação matemática: o caso da produção científica em cursos de pós-graduação. Campinas: Tese (Doutorado em Educação) - Faculdade de Educação, Universidade Estadual de Campinas, 1994. Disponível em http://repositorio.unicamp.br/handle/REPOSIP/253750. Acesso em 12 ago.2017

GIL, A. C. Como elaborar projetos de pesquisa. São Paulo: Atlas, 2008, 4. ed.

ROMANOWSKI, J. P. e ENS, R. T. As pesquisas denominadas do tipo “Estado da Arte” em Educação. Revista Diálogo Educacional, Curitiba, PR. v. 6, n. 19, p. 37-50, set.-dez, 2006. Disponível em file:///C:/Users/User/Downloads/dialogo-237.pdf. Acesso em: 10 ago.2017

SERRAZINA, M. L. Reflexão, conhecimento e práticas lectivas em matemática num contexto de reforma curricular no 1º ciclo. Lisboa: Quadrante, v. 8, n, 1-2, p.139-167, 1999.




DOI: http://dx.doi.org/10.17648/rsd-v7i7.299

Refbacks

  • There are currently no refbacks.


Base de Dados e Indexadores: Base, Diadorim, Sumarios.org, DOI Crossref, Dialnet, Scholar Google, Redib, Doaj, Latindex, Portal de Periódicos CAPES

Research, Society and Development - ISSN 2525-3409

Licença Creative Commons
Este obra está licenciado com uma Licença Creative Commons Atribuição 4.0 Internacional

Rua Irmã Ivone Drumond, 200 - Distrito Industrial II, Itabira - MG, 35903-087 (Brasil) 
E-mail: rsd.articles@gmail.com