Saberes docentes na licenciatura em matemática acerca do ensino de derivada

Abstract

This work is developed from the qualitative research that aims to identify the Knowledge Teachers present in the Degree in Mathematics and teaching Derivative. The study involves five teachers who teach or have taught at the Calculus I course for the degree in Mathematics of the Pará State University and / or the Federal University of Pará, which seeks to answer the following question: what teaching knowledge present in the degree in Mathematics and teaching Derivative? This study is divided into two stages, the first is the application of a questionnaire containing eighteen questions about teacher training and performance in education derivative, the second is the interview which contains five questions concerning the professional career of the teacher since his graduation and six questions relating to teacher design in relation to the Derivative of education in degree in Mathematics. Later built a new interview script, which contains seven questions on teaching Derivative two about the difficulty of Derivative learning and four purpose of training, experience and the course curriculum. In the historical study of the development of derivative, we based the work of Haveroth (2013), Pires (2004), Bardi (2008), Carvalho (2007) and Baroni and Otero-Garcia (2014). In bibliographical study on the Derivative of education in the Degree in Mathematics, based in Dall'Anese (2000), Santos and Matos (2012) and Traldi Junior (2007) and on the teaching knowledge in Tardif (2014) and Pimenta (1996). Based on the analysis of the interviews, we made some considerations: we realize that this knowledge’s are closely linked to one another, knowledge that these are the training, the experience, discipline and curriculum.