Comunicação matemática: concepções e práticas letivas de futuras professoras dos anos iniciais

Abstract

This is the report of a research with a qualitative approach of interpretative character, developed through a design of collective instrumental case study, with the collaboration of a group of Integrated Degree in Education in Mathematical Sciences and Languages of the Institute of Mathematical Education and The study, a formative experience on the theme "mathematical communication" that developed through the thematic axis "language and knowledge" (compulsory curricular component), started from the assumption that the conceptions about mathematical communication of future teachers of the initial years are formed during all their school experience (elementary, middle and undergraduate) and manifest themselves in their classroom practices during the initial training, while in internship activities. The research took place in two interconnected moments: the first one in the university classroom, in which the researcher also assumed the role of teacher of the class, and the second through the observation, by the researcher, of the teaching practices of three participants, during the classes that they taught in the compulsory internship. The objectives of the research are described as follows:a) general objective: understand the concepts and practices of mathematical communication of future teachers in the early years and their relationse b) specific objectives: (i) to identify and understand the conceptions about mathematical communication of future teachers in the initial years; (ii) analyze and discuss how the conceptions about mathematical communication of future teachers of the early years are manifested in the learner practices during the initial formation; and (iii) relate learner conceptions and practices about mathematical communication during initial training and internship activities. Mathematical communication was treated as an aspect of the teaching practices of future teachers, trying to analyze if their conceptions are related to their classroom practices. Data emerged from reflective journals, questionnaires, interviews and observations, instruments used to collect data in the two moments in which the research developed. The analysis of the data was done through a triangulation based on a table organized in objects of analysis and instruments of data collection. The study evidenced that the conceptions about mathematical communication identified refer to effective and favorable communication to social interactions in mathematics classes, but the relation between these conceptions and learner practices during initial formation and in stage activities is not linear, in communication practices, from the point of view of the interactions and the arguments of their students, the communication is less effective than the one expressed in their conceptions.