Abstract
Math Education in Brazil has undergone important changes in the last two decades. Among these, we can highlight those that refer to methods and ways of developing the pedagogical work of Mathematics with children aged 6 to 9 years. Until the end of the 20th century, Brazilian Mathematics Education was directed towards a more technicist teaching, focusing on the development of operational contents and without much meaning for students. With some political changes and the growing need for internal investments, Brazil starts to operate within the international standards established by the World Bank and International Monetary Fund, which establish as a priority for the granting of loans, the increase of educational levels, and the eradication of illiteracy. In view of this scenario, and allied to the evolution of curricular discussions, Brazilian basic education, mainly in the primary (6 to 10 years), started to incorporate more and important elements related to the teaching methodologies of Mathematics in its discussions, which knowledge teacher occupies the central point. In this sense, the present paper seeks to understand how polyvalent teachers, pedagogues who work in the teaching of Mathematics in the early years, teach the content of fractions and what the essential aspects regarding the methods chosen for this purpose are. Therefore, the research information sources were obtained in a continuing education course with teachers working in public education systems. Such sources were characterized by records of responses to a problem-situation. Data were obtained from the ipsis litteris transcription of these responses, followed by the Content Analysis (CA), assuming the registration units as the initial parameter. As a result, the research evidenced three categories in which the contents discussed by the professors are classified: technicist, undifferentiated method and non-technicist. In addition, the study evidenced the difficulties of teachers in the focus group in differentiating methods from concepts, thus assuming different meanings for the fractions.
Highlights
According to Fiorentini (2009) the ways in which Mathematics was conceived in Brazil, especially in the last decade of the 20th century, were characterized by the remnants of the constructivist movement
This work aims to present a cross-sectional study developed with multipurpose teachers from the early years, about the methodological choices for teaching fractions
We obtained data from the ipsis litteris transcripts of fifteen responses sent to an activity in the Virtual Learning Environment (VLE), which was a problem-situation with a hypothetical teacher named Clarissa
Summary
According to Fiorentini (2009) the ways in which Mathematics was conceived in Brazil, especially in the last decade of the 20th century, were characterized by the remnants of the constructivist movement In this way, issues such as method and ways of teaching, often interpreted in the literature under the relativized mode of pedagogical practice, are set aside in favor of a purely subjectivist interpretation perspective, that is, that practice is built in practice and the context is what regulates the pedagogical modus operandi. We have the issue of praxis as a substantial element in this intentional process, as Vázquez (1977) helps us In this way, we consider praxis as the set of actions, understood here in the sense of action and modification of context and reality, that the teacher develops for a period of time. Intentionality mobilizes praxis, which in turn builds a temporality and defines pedagogical historicity
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