A Matemática sob uma abordagem linguística: uma análise das contribuições de uma atividade formativa na licenciatura.

Abstract

This research aims to analyze the contributions of a training activity focused on a linguistic approach to Mathematics and its teaching for the initial training of Mathematics teachers. The theoretical basis consists of discussions about mathematical language and its characteristics, as well as the presentation of a teaching approach that considers Mathematics as a language. In addition, we establish a relationship between this approach and the knowledge that is mobilized by teachers, using the pedagogical content knowledge model proposed by Shulman (1986) as the basis for this discussion. To achieve the proposed objective, we conducted a qualitative field study with twelve students of the undergraduate Mathematics course at the Federal University of Pará (UFPA). Data production occurred through a questionnaire and audio recordings during the development of the training activity, which is a mini-course on a linguistic approach to teaching Mathematics, using Discursive Textual Analysis (DTA) as the methodology for analyzing the data produced. The results indicate that the activity developed contributed to the training of undergraduate students regarding: i) identification of linguistic challenges in teaching Mathematics; ii) reflections on the nature of mathematical knowledge; iii) reflections on contextualization in teaching Mathematics; iv) encouragement of research; v) theoretical studies of different areas of Mathematics. In addition, the results reveal the lack of linguistic discussions in initial teacher training, as well as the potential of these discussions in the construction of identity and professional development. It can be concluded that discussions on language in teaching Mathematics can present several contributions to teacher training, serving as a starting point to prepare teachers to overcome the challenges present in the classroom.