Navegando por Assunto "Anthropological theory of didactics (TAD)"

Agora exibindo 1 - 1 de 1

Acesso aberto (Open Access)
O sistema de numeração decimal na formação de professores dos anos iniciais
(Universidade Federal do Pará, 2020-11-30) FERREIRA, Raquel Soares do Rêgo; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This work deals with the problem of initial teacher training related to decimal numerals, considering the difficulties in their teaching and learning. Observed by different researches and which point to strong indications of the cause being the naturalization of decimal numerals within society. This problem was faced from the validation of the thesis that the quantification processes of units of concrete quantities allow the denaturalization of decimal numerals, with the help of the theoretical and methodological resources of the didactic anthropological theory, we consider the hypothesis that factors external to the room of the classroom act by making it difficult to teach part of the objects of interest in this theoretical field. This problem was addressed through a course of studies and research with the main role of teachers in training that was developed with the help of a study and research advisor. This journey was carried out under the guidance of the researcher with the help of a praxeological reference model on the quantification process from a generating situation, both taken as hypotheses to be validated, and with that the thesis, of providing a study path and research that would take teachers in training to meet the denaturalization of decimal numerals. The results demonstrate that the teachers in formation saw and assumed the occurrence of changes in their relations with the decimal numerals and point favorably towards the validation of this path forwarded from the proposed generating situation and praxeological reference model. The results encourage the development of future research, among them, on what impact of the design of numerals forwarded here on the curriculum of the early years, since they go beyond the mathematical discipline and, perhaps more urgently, on the design and construction of praxeological organizations on the decimal numerals for teaching the early years of elementary, under the understanding developed here, for the purpose of experimental validation in the classroom.