INTRODUÇÃO DA UNIDADE ZERO NO ENSINO DA MATEMÁTICA

Abstract

This article has the objective to provide a moment of reflection for the Teacher who teaches Mathematics, from the planning of their semester or annual classes to their effective practice in the classroom. The expectation is to break the traditional paradigm of the treatment of objects of this teaching in a purely mathematical way, and to feed this paradigm with some theoretical elements of Didactics of Mathematics, which make up the zero unit presented in this article. The application mentioned in the title therefore contemplates this moment of reflection and the effective practices of students in university education, in exact and technological science courses at a Brazilian public university, who have been benefiting from this application in recent years. The results presented by the students support that unit zero shows up as a promising alternative in learning, because it works as a methodology that contributes to better monitoring, understanding and consolidation of the mathematical objects taught, envisioning, in addition to the mobilization of these objects in different records, the relationship between theory and practice.