Professoras dos anos iniciais em práticas de modelagem matemática

Abstract

Although researches aimed at the scope of Mathematics Education present discourses of apology to the insertion of Modeling into the pedagogical practices of Mathematics teachers, it has been occurred slowly when we centralize these researches to the early years of Elementary Education. There are, in the Mathematics Education community, researchers who associate this condition with the need to insert teachers, especially the multipurpose ones, in training contexts, that effectively enable them to incorporate this tendency into their classroom practices. In this sense, we present a study about the formation of teachers in Mathematical Modeling from the development of activities in a group with collaborative characteristics entitled GEAMAI. From three stages of formation - planning, action and reflection - we seek to investigate how teachers from early basic education deal with Mathematical Modeling activities in their practice in the different stages of a continuing education in a collaborative group. Therefore, three activities of Mathematical Modeling in the context of the training of these teachers were developed. The informations that support our analysis were collected in the course of twelve meetings at GEAMAI and four actions developed in different classes of the early year’s education through written productions, audio and video recordings and questionnaires, characterizing as a qualitative research. Subsequently, these recordings were transcribed from which we selected excerpts for analysis. For the training steps analyzed, we sought to present reflections about the guiding questions arising from the general research question (How do early- education teachers deal with Mathematical Modeling activities in their practices when planned in a collaborative group?). Using the Tree of Association of Ideas and narrative lines methodology (SPINK 2010, 2013) we sought interpretations that revealed, among other things, that the pedagogical practices of the participating teachers presented signs of practices that are considered traditionalists, but when experiencing this model of formation, a breaking point of the traditional model of mathematics teaching was introduced, giving room to a disposition to adopt the Mathematical Modeling in their classroom practices. Thus, from the analysis that were carried out we emphasize that the development of Mathematical Modeling activities contributed to the formation of the teachers in the classroom practice, when planned in collaboration, since teachers re-signified mathematical concepts and had the opportunity to learn, evidently as these teachers participated in the training stages and experienced the planning, action and reflection of the activities in a collaborative way. In this way, they could exchange significant experiences in their training in Mathematical Modeling. As an educational product, result of this research, we propose a material that can serve as a support for teachers of the early years of Elementary Education who want to develop the Mathematical Modeling in their practices.