Análise das contribuições de um curso de formação de professores para o ensino do conteúdo de divisão a partir dos sete processos mentais básicos

Abstract

This research was designed with a focus on continuing education involving teachers who work in Early Childhood Education and Early Years of Elementary School in a Municipal School of Londrina/PR. Its motto was to meet the need for discussions, study and theoretical deepening of methodologies applied to the teaching practice of the division by teachers who teach mathematics. The objective was to investigate the contributions of a continuing education course for teachers of Early Childhood Education and Early Years of Elementary School in the process of teaching the division content through the development of the seven basic mental processes. The work with the teachers took place through a course and, as a result, a support material composed of tasks was prepared with the collaboration of the course participants for the teaching of division based on the seven basic mental processes, being applied, evaluated and readjusted by them (the same is found in the appendices of the educational product). The guiding question of the research was outlined to elucidate what contributions a continuing education course, based on the development of the seven basic mental processes, can offer to the professional development of the teacher regarding the teaching of the content of division in Early Childhood Education and Early Years of Elementary School. The methodological approach consisted of three parts: the preparation and application of a questionnaire and an interview, seeking to draw a profile of the participants in the study, as well as its relationship with the discipline of Mathematics, application of a diagnostic task to students, which was sought to find the greatest difficulty of children in relation to the concept of division; and, as a result, the carrying out of a course of continuing education. The research has a qualitative character, and the interpretations focus on the actions, discussions and contributions coming from the course for the teachers’ training. The data analysis was developed in three stages: observation performed by the researcher during the course face-to-face meetings; analysis of the lesson plans prepared by the teachers and the adjustments made after their validation, as well as the reports of these experiences; and, finally, analysis of the answers obtained in the Final questionnaire, in order to evaluate the contributions of this course. It was verified the existence of promising contributions of this training in the practice of the teacher. The data indicate that the main contributions resulting from the course emerged during the research and, especially, during the training offered to the participants, being evidenced by signs in their reports. Such contributions were configured as the awareness of the need for a change in teaching action, the recognition of the importance of the exchange of experiences in the moments of formation and the need for continued training as proposed in this work. As a grant of this research in a professional master's degree, is presented as an educational product, the course: "' Introduction to Division through the development of the seven basic mental processes’: Semipresential course for teachers who teach mathematics”, elaborated, applied and evaluated by the participants of the research in collaboration with the researcher and validated by the examination board.