Ensinar-aprender frações em um curso de formação continuada para professores dos anos iniciais do ensino fundamental: conhecimentos e dificuldades evidenciadas

Abstract

This study presents data from a survey conducted at the Universidade Federal do Pará - UFPA, in 2009, in a class of Specialization in Science and Mathematics Education for Elementary School. During the period in which they studied the issue fractions in this continuing education course, we investigated the knowledge and difficulties that arise in learning to teach the teachers who teach mathematics in the early years of elementary school. The theoretical framework used to support this study is supported by authors: Brousseau (2009, 2008, 1996), D'Amore (2007), Parent (2006, 2005), Almouloud (2007), Igliori (2008), Bittencourt (1998). The qualitative research is descriptive in mode. In a class composed of 29 (twenty nine) teachers who attended the training course, 5 (five) were selected among those who had greater experience in the classroom, to be the subjects investigated in the research. Other 10 (ten) teachers are cited for providing their valuable contributions to support the analysis. The research instruments used were field notes, questionnaires, test and record produced by the teachers surveyed. These data were organized and presented in the form of episodes. The results indicate knowledge and difficulties in learning to teach the teachers by Topic fractions. Some difficulties can be identified: 1) make comparisons between fractions, 2) make the schematic representation of fractions. The knowledge identified: 1) the construction of a linear equation as a result of reading and interpretation of problems with application of fractions, 2) the resolution of problems involving algebraic fractions. However, these teachers are aware of having such difficulties, were motivated to overcome them. That drive was evidenced by the commitment we had to develop the tasks that were proposed in this course.