Análise das concepções de professores de matemática em formação inicial sobre o ensino e a aprendizagem significativa do conceito de número racional

Abstract

The conceptions that Mathematics teachers presents regarding to the teaching and learning processes guide their pedagogical practice, with initial formation being an importante context to constitute them. Therefore, this dissertation discusses the contributions of introducing the Theory of Meaningful Learning to Mathematics teachers in initial training, aiming to investigate, build and transform conceptions, promoting those more conducive to the meaningful learning of Math. For this purpose, the selected subject was rational numbers, whose traditional approach tends to prioritize the training of mathematical operations, often converging to mechanical learning and leading to important conceptual difficulties. This is a qualitative research, of the intervention research type, which sought to answer the question: What are the conceptions of Mathematics teachers in initial formation about the teaching and learning of Mathematics and could it be possible to build or modify them based on workshops addressing the Theory of Meaningful Learning and its implications for the learning of the concept of rational number? For its elucidation, training workshops were developed with the investigated group, in which we presented the rational numbers in their distinct representations and different meanings and illustrated the TAS in this context, considering the contributions of Moreira and Masini (1982), Moreira (1999; 2006; 2010), and Novak's and Gowin’s Theory of Education (1984). To collect the data regarding the conceptions of the participants about teaching and learning, especially of Mathematics, we apply two questionnaires whose individual responses were analyzed using Discursive Textual Analysis (MORAES; GALIAZZI, 2007). The concept maps constructed by each participant provided data concerning the contributions of the workshops devolepd to the establishment of conceptual and theoretical knowledge related to the meaningful learning of the concept of rational number, and were analyzed considering the recommendations of Moreira (2010). The analysis of the questionnaires allowed us to conclude that Mathematics teachers in initial formation are influenced by the traditional methods by which they were taught, nurturing teaching conceptions strongly related to mechanical learning. Despite this, they recognize its effects not always positive for the cognitive development of the students, demonstrating interest and potential to constitute pedagogical practices that lead to the meaningful learning of Mathematics by the students. From the maps produced by the participants was possible to verify conceptual fragilities related to rational numbers, but they also evidenced the contribution of the workshops devolepd so that the volunteers could acquire knowledge and visualize the concept of rational number as a result of an articulation between its different meanings and representations. Finally, this dissertation demonstrated that to present the Theory of Meaningful Learning to Mathematics teachers in initial training is important for the promotion of conceptions that eventually lead to practices that are more conducive to the meaningful learning of Mathematics, focusing on the acquisition of concepts, with teaching initiation programs being an importante context for the ampliation and application of this knowledge.