Laboratório de ensino e aprendizagem de matemática: tarefas potencializadoras como cenários de investigação na formação continuada de professores dos anos iniciais

Abstract

This research presents an analysis of the Potentializing Tasks (PT) inside Mathematics teaching and learning, elaborated and developed within the Mathematics Teaching and Learning Laboratory (MTLL), as a proposal for continuing education for teachers of the Early Years of Elementary Education. Each of the tasks was planned aiming to create a research scenario and a learning environment, according to Skovsmose (2000). In this context, this research seeks to evaluate the investigative potential of each PT, verifying whether, after application, each task can be, in fact, characterized as so hence compose a MTLL. The mathematical object targeted in this study is a fraction, specifically its meanings (part-whole, measure, quotient, number, operator). The data for this research had a qualitative and research-action feature, and were collected during the application of these tasks as pedagogical workshops, with teachers from the Early Years of Elementary Education (1stto 5thyear) from public and private schools in the municipality of Pato Branco/PR. These data were obtained from questionnaires, audio recordings, notes in the researcher's field diary and other records made by the participants. Data analysis was performed using the Content Analysis method proposed by Bardin (2016), which resulted in the classification of these tasks into two categories: Category 1, PT with greater investigative potential, composed of those tasks that provoked greater investigations and involvement of the participants in the discussions; Category2, PT with less investigative potential, thus classifying the tasks that generated investigations with less intensity. The analysis revealed that PT impacted on the continuous education of these teachers who teach Mathematics in the Early Years, contributing to the construction of the Mathematical knowledge they explored in the classroom. This research resulted in nineteen tasks that could be improved and / or applied in basic education, either in elementary school classes or in continuouseducation courses for teachers, in addition to stimulating the implementation of MTLL in the schools where the teachers involved in the research work.