Generalização de padrões no ensino de álgebra: percepções de professores dos anos iniciais do Ensino Fundamental frente a uma situação didática.
Data
2022-12-06
Autores
Rezende, Mariana Chiccolli Pereira de 
Orientadores
Pommer, Wagner Marcelo
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A presente pesquisa buscou contribuir para ampliar os estudo sobre o Ensino de Álgebra nos anos Iniciais do Ensino Fundamental (1º ao 5º ano), dada sua importância nos documentos curriculares mais recentes da Base Nacional Comum Curricular (Brasil, 2017) e do Currículo Paulista (São Paulo, 2019), que definem uma "Unidade Temática" específica para "Álgebra". Tais documentos estipulam que a introdução do Ensino da Álgebra busque desenvolver do pensamento algébrico, a partir de uma de suas características: a generalização de padrões. Considerando o referencial teórico que evidenciou a importância de uma ação formativa, este estudo ainda teve como objetivo compreender como professores dos anos iniciais identificam e estabelecem um padrão através do processo de generalização. Para isso, os sujeitos desta pesquisa foram professores que atuam nos anos iniciais do Ensino Fundamental, da Rede Estadual de São Paulo, do qual seis participaram. A metodologia adotada foi de ordem qualitativa, conforme descrita por Bogdan e Biklen (1994). A coleta de dados ocorreu através de uma sequência didática aos preceitos de Zabala (2007), em uma ação formativa de três encontros. As atividades propostas aos professores dos anos iniciais do Ensino Fundamental estavam relacionadas à observação e continuação de sequências numéricas e situações problemas, em contextos visuais e figurativos para a descoberta de padrão, através do processo de generalização. Ao refletir sobre os registros individuais de cada um dos docentes, salientamos a dificuldade da sistematização do pensamento algébrico por parte dos professores atuantes nos anos iniciais do Ensino Fundamental, seja ela realizada de forma oral ou escrita. Os resultados demonstram a importância da retomada de novos estudos que envolvam a generalização de padrões voltada para o desenvolvimento do pensamento algébrico nos anos iniciais do Ensino Fundamental.
The present work sought to contribute to expanding the study on the Teaching of Algebra in the Elementary School (1st to 5th year), given its importance in the most recent curricular documents of the National Common Curricular Base (Brasil, 2017) and of the São Paulo Curriculum (São Paulo, 2019), which define a specific "Thematic Unit" for "Algebra". This documents stipulate that the introduction to the Teaching of Algebra seeks to develop algebraic thinking, based on one of its characteristics: the generalization of patterns. Considering the theoretical reference that evidenced the importance of a formative action, this study had as objective to understand how teachers identify and establish a pattern through the process of generalization. For this, the subjects of this work were teachers, who followed in the early years of Elementary School, of the State of São Paulo, in which six participated. The adopted methodology was qualitative, as described by Bogdan and Biklen (1994). Data collection took place through a didactic sequence based on the precepts of Zabala (2007), in a training action of three meetings. The activities proposed to teachers in the early years of Elementary School were related to the observation and continuation of numerical sequences and problem situations, in visual and figurative contexts for pattern discovery, through the generalization process. When reflecting on the individual records of each of the teachers, we highlight the difficulty of systematizing algebraic thinking on the part of teachers working in the early years of Elementary School, whether carried out orally or in writing. The results demonstrate the importance of resuming new studies that involve the generalization of patterns oriented towards the development of algebraic thinking in the early years of Elementary School.
The present work sought to contribute to expanding the study on the Teaching of Algebra in the Elementary School (1st to 5th year), given its importance in the most recent curricular documents of the National Common Curricular Base (Brasil, 2017) and of the São Paulo Curriculum (São Paulo, 2019), which define a specific "Thematic Unit" for "Algebra". This documents stipulate that the introduction to the Teaching of Algebra seeks to develop algebraic thinking, based on one of its characteristics: the generalization of patterns. Considering the theoretical reference that evidenced the importance of a formative action, this study had as objective to understand how teachers identify and establish a pattern through the process of generalization. For this, the subjects of this work were teachers, who followed in the early years of Elementary School, of the State of São Paulo, in which six participated. The adopted methodology was qualitative, as described by Bogdan and Biklen (1994). Data collection took place through a didactic sequence based on the precepts of Zabala (2007), in a training action of three meetings. The activities proposed to teachers in the early years of Elementary School were related to the observation and continuation of numerical sequences and problem situations, in visual and figurative contexts for pattern discovery, through the generalization process. When reflecting on the individual records of each of the teachers, we highlight the difficulty of systematizing algebraic thinking on the part of teachers working in the early years of Elementary School, whether carried out orally or in writing. The results demonstrate the importance of resuming new studies that involve the generalization of patterns oriented towards the development of algebraic thinking in the early years of Elementary School.