Desafios no ensino da divisão: reflexões de professoras sobre partilha e cota em um grupo de estudos

Abstract

This article analyzes the reflections and professional knowledge generated by the experiences and collective discussions of in-service and prospective female teachers during study sessions on division using manipulative materials. The theory is based on studies by Shulman (1986) and Ball, Thames, and Phelps (2008) on teacher professional knowledge, as well as Vergnaud’s (2009) conceptual understanding of the division. Five teachers from the initial years and three pedagogy students participated in the research. Their activities were observed and recorded in audio and video. The results reveal that all participants had common knowledge of division calculation procedures and that manipulative materials, such as the gold material, facilitated the understanding of the ideas involved in division between natural numbers, highlighting the importance of reflective practice. The analysis highlighted the use of manipulative materials to explain the actions involved in sharing and quota and the exchange of experiences as a factor in strengthening specialized knowledge. The discussions also addressed challenges in teaching the division, highlighting the need for continuing education and the importance of diversified methods to enrich teaching practice.