Discussões sobre o pensamento algébrico que emergem em um curso de formação continuada para professores que ensinam matemática

Abstract

This paper discusses the education of Math teachers of the early years of elementary school and their professional practices through the development of a continuing education course, proposing discussions about the development of algebraic thinking in their students, based on the guidelines of Base Nacional Comum Curricular. The question that guides this research is the following: In which way can the discussions established in a continuing education course for Math teachers contribute for their reflection about their professional practices? To answer this question, the objective was to investigate if a continuing education course focused on discussions about algebraic thinking for Math teachers can allow reflections about their professional practices. The subjects of the research were eight teachers of the early years of elementary school and one teacher of early childhood education in a public school of Cachoeiro de Itapemirim-ES, Brazil. The methods used in the course were based on the leading assumptions of didactic engeneering, following its four phases. As a theoric basis, four themes are discussed: a) teacher education in Brazil; b) continuing education of teachers; c) professional practices of teachers; d) algebraic thinking and generalization of patterns. To reach the defined objective, a qualitative research of the case study type was used, within the thoughts of Ponte, since it’s considered to be the adequate methodology for the development of the proposed investigation. The collection of data was done through an initial questionnaire that characterized the subjects of the research, recordings of the discussions established during the course and of the protocols of the development of the tasks proposed during the continuing education. Based on the analysis of the tasks andquestionnaires, it’s possible to infer that the subjects of the research reflected ontheir teaching methods, and worked with tasks that can allow the development of algebraic thinking in the early years of elementary school, reflecting on the development of algebraic thinking of the participants as learners in the course and also impacting their professional practices through the discussions that emerged in the course. Participating in the course generated an interest in the participants for new continuing education course, and even the entrance into a graduate school program. The research stimulated several reflections that contributed for the academic education of the participant teachers and for their professional practices.