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Advisor(s)
Abstract(s)
A educação brasileira, há muito, tem enfrentado questionamentos
relacionados com a sua qualidade. As reflexões são necessárias e pertinentes na
medida em que haja investimentos para a correção/adequação da situação que se
apresenta. Ao lado das deficiências nos níveis de leitura e escrita, está o baixo
desempenho em matemática, iniciado já nos primeiros anos do Ensino Fundamental.
Associado aos maus resultados constatamos a já cristalizada crença de que a
matemática é um componente curricular difícil. Decorre daqui um questionamento
pessoal: Como ajudar os alunos a construir os seus conhecimentos, capacidades e
atitudes em matemática nos primeiros anos de escolaridade? Como conectar os
conteúdos numa sequência adequada? Em que medida valorizar as estratégias
peculiares dos alunos na resolução de problemas? Entendemos que estas e outras
questões tenham uma relação direta com a formação dos professores, especialmente
dos professores polivalentes, que têm uma formação profissional mais generalista.
Entendemos que o modo como o professor ensina tem relação direta com a
aprendizagem e, consequentemente, com os resultados do desempenho escolar.
Destacamos aqui a importância do conhecimento sobre o conteúdo a ser ministrado,
sua capacidade de encontrar maneiras de torna-lo compreensível e, sobremaneira,
útil a seus alunos. O trabalho de investigação iniciado no âmbito de um mestrado em
educação tem, entre outros objetivos, compreender as conceções de professores
unidocentes sobre o processo de ensino e aprendizagem em matemática. De forma a
fundamentar estas conceções partimos de uma revisão de literatura sobre as
principais linhas orientadoras do ensino e aprendizagem da matemática nos
documentos curriculares oficiais no Brasil, bem como em alguns autores de
referência, fazendo alguma relação com as atuais Aprendizagens essenciais
homologadas em 2021 em Portugal. Entre outras destaca-se a importância de os
alunos enfrentarem desafios, resolverem problemas, refletirem sobre os seus
argumentos, sentirem confiança em fazer matemática. Assim, nesta comunicação
pretendemos apresentar de forma sintética o estudo em curso, dando particular
ênfase ao enquadramento teórico referido.
Brazilian education has long faced questions related to its quality. Reflections are necessary and pertinent as far as there are investments to correct/adjust the situation that is being presented. Besides the deficiencies in reading and writing, there is the low performance in mathematics, which starts in the early years of elementary school. Associated with the poor results, we can see the already crystallized belief that mathematics is a difficult curricular component. This raises a personal question: How to help students build their knowledge, skills and attitudes in mathematics in the early years of schooling? How to connect the contents in an appropriate sequence? To what extent should we value students' peculiar strategies in problem solving? We understand that these and other questions have a direct relationship with the training of teachers, especially multi-skilled teachers, who have a more generalist professional training. We understand that the way the teacher teaches is directly related to learning and, consequently, to the results of school performance. We emphasize here the importance of the teacher's knowledge about the content to be taught, his or her ability to find ways to make it understandable and, above all, useful to his or her students. The research work started in the scope of a master's degree in education has, among other objectives, to understand the conceptions of single-teacher teachers about the teaching and learning process in mathematics. In order to substantiate these conceptions we started with a literature review on the main guidelines of mathematics teaching and learning in the official curriculum documents in Brazil, as well as in some reference authors, making some relation with the current Essential Learning approved in 2021 in Portugal. Among others, we highlight the importance of students facing challenges, solving problems, reflecting on their arguments and feeling confident in doing mathematics. Thus, in this paper we intend to present a summary of the current study, giving particular emphasis to the theoretical framework.
Brazilian education has long faced questions related to its quality. Reflections are necessary and pertinent as far as there are investments to correct/adjust the situation that is being presented. Besides the deficiencies in reading and writing, there is the low performance in mathematics, which starts in the early years of elementary school. Associated with the poor results, we can see the already crystallized belief that mathematics is a difficult curricular component. This raises a personal question: How to help students build their knowledge, skills and attitudes in mathematics in the early years of schooling? How to connect the contents in an appropriate sequence? To what extent should we value students' peculiar strategies in problem solving? We understand that these and other questions have a direct relationship with the training of teachers, especially multi-skilled teachers, who have a more generalist professional training. We understand that the way the teacher teaches is directly related to learning and, consequently, to the results of school performance. We emphasize here the importance of the teacher's knowledge about the content to be taught, his or her ability to find ways to make it understandable and, above all, useful to his or her students. The research work started in the scope of a master's degree in education has, among other objectives, to understand the conceptions of single-teacher teachers about the teaching and learning process in mathematics. In order to substantiate these conceptions we started with a literature review on the main guidelines of mathematics teaching and learning in the official curriculum documents in Brazil, as well as in some reference authors, making some relation with the current Essential Learning approved in 2021 in Portugal. Among others, we highlight the importance of students facing challenges, solving problems, reflecting on their arguments and feeling confident in doing mathematics. Thus, in this paper we intend to present a summary of the current study, giving particular emphasis to the theoretical framework.
Description
Keywords
Ensino da matemática Linhas orientadoras oficiais Brasil Portugal Revisão de literatura Research Subject Categories::MATHEMATICS
Citation
Bizarro, Eliana; Martins, Cristina (2021). Afinidades entre as orientações do ensino da Matemática no Brasil e Portugal. In Carlos Teixeira; Vitor Gonçalves; Paula Odete Fernandes; Carla Sofia Araújo; Alexandra Soares Rodrigues (Eds.) III Encontro Internacional de Língua Portuguesa e Relações Lusófonas: livro de resumos. Bragança
Publisher
Instituto Politécnico de Bragança