COMPREENSÕES DE PROFESSORAS SOBRE AS ESTRUTURAS ADITIVAS: IMPLICAÇÕES DO PNAIC PARA A FORMAÇÃO PROFISSIONAL

Abstract

Abstract: In this article, we presente na excerpt of a part of the research developed in the master’s course, whose objective was to verify if (and in what sense) the formation of the PNAIC contributed to improve the teachers’ understanding of the process of elaboration of the mathematical oncepts carried out by the children of the elementar school literacy cycle. The research was based on the theory of conceptual fields by Gérard Vergnaud. Thirty-two teachers who taught in the literacy cycle of the municipal network of a city in the West of Santa Catarina collaborated in the invetigation, half of whom had participated in the PNAIC training in the área of mathematics. The teachers were organized in pairs to answer na instrument composed of seven problems of additive structures, transformation, composition and comparison, answered by children at the beginning of the schooling process. In addition, they individually answered a questionnaire to identify their socio-demographic and professional profile. The teachers’ answers were analyzed under two aspects: 1) understanding of the conceptual aspects of the problems presented and 2) underlying the pedagogical interventions proposed by them. The results suggest that the formation of the PNAIC seems to have contributed to a greater awareness of the need for intervention in the faceof possible erros and the need to use diferente forms of representation, but it was not enough to provoke significant conceptual advances in terms of mathematical structures.

Keywords: Mathematics education. Teacher Training. Additive Structures. PNAIC.