Análise de narrativas praxeológicas de conexões entre aritmética e álgebra

Abstract

This article is the product of an autobiographical narrative study, which shows an analysis of the praxeologies of the first author, in the context of his professional development as a mathematics teacher. The focus of the analysis is on the various praxeological conflicts that the author experienced during the elaboration and application in the classroom of a didactical proposal for the teaching of polynomial operations in the 7th grade of primary school. In order to analyse his own praxeologies using the didactical proposal he elaborated, the author used Yves Chevallard’s Anthropological Theory of the Didactical (ATD) as the main theoretical reference. The results demonstrated that the personal relations of the first author involved ostensive and non-ostensive types of objects and different tasks and techniques that were either present or not in the didactical proposal he elaborated, revealing past and present praxeologies which composed several different moments of his professional development as a mathematics teacher.