Sentidos atribuídos ao ensino e aprendizagem de matemática na formação inicial do curso de Pedagogia

Abstract

The present research comes from an undergraduate thesis, which contemplates the following question: What are the meanings attributed by the academics of the Pedagogy course regarding the teaching and learning of mathematics?The study, whose objective is to identify the meanings attributed to math by the students of the daily course of Pedagogy/UFSM, has as its target twenty one academics of the referred course, who have already attended the disciplines of Mathematic Education A and B. With that, the research was based on the Cultural-Historical Theory, supported by Vigostsky, and the Activity Theory, conceived by Leontiev. The research was developed through an online questionary and applied in the second emester of 2021; the platform Google Forms was utilized for its elaboration. The use of the questionary on data production is justified by the occurrence of a pandemic caused by COVID-19 in 2020, which led to the need for social distancing, thus preventing meetings in person. The systematization of the data obtained on the questionary led to the emphasis on three axes of analysis, thus being the following: the path, memories, and meanings given from the schooling process until the choice of becoming an educator; lived experiences with and about mathematics through Basic Education and University Education; and the perceptions and meanings about the teaching and learning of mathematics given by the future teachers that will teach ath. As a result of the research, it was possible to identify that the way in which the teacher who teaches mathematics conceives the teaching organization and the bonds that he establishes with his students with his students influences significantly so that they determine the determination of meanings and approximation or distance with mathematics.