O conhecimento específico do campo multiplicativo de professores do 3º e 4º ano do ensino fundamental

Abstract

This research aims to know as being the teaching of the multiplicative field operations the third and fourth year of a public school in the city of Toledo and that teachers' knowledge of these years on this subject. For this reason it is a theoretical review of related studies especially the theory of conceptual fields of Vergnaud (1990 ; 2009) with emphasis on theorems - in-action and the classification of activities used for teaching multiplying relating to the ideas Nunes (2005). For this we use as tools data collection interviews with teachers; materials of the National Program in literacy Age One ( PNAIC ); the came Brazil and its descriptors and some problems used by teachers for teaching multiplication one of the respondents provided. With the analysis of these data we can infer lack of insight clear on the concept multiplying by teachers what influences teaching this content, but we also realize that gradually changes taking place in education, since the activities used already address the multiplication in a comprehensive manner leaving it to teachers knowledge and reflection of this scope for later absorption of these ideas in their practice.