Contribuições de um processo formativo para professores dos anos iniciais visando a compreensão dos entendimentos essenciais de raciocínio matemático

Abstract

The development of mathematical reasoning has been the object of study in diferente researches that involve analyzes of the mathematical reasoning developed by students, as well as the teaching practices that teachers develop,taking into account the actions that contribute to the mobilization of processes students'mathematical reasoning processes. Therefore, this qualitative and interpretative research aims to under stand how the development of a continuing education process can contribute to under standing the Essential Understandings of Mathematical Reasoning for teaching mathematics in the Elementary School. Its hould be noted that the continuing education process was structured based on the PLOT model (Professional Learning Opportunities for Teacher´s). In this perspective, through the use of the Design-Based Research (DBR) research method, it is intended: (a) to under stand how teachers recognize the processes of Mathematical Reasoning through students'resolution; and (b) identify and understand Professional Learning Opportunities in the context of a continuing education process focusing on the Essential Understandings of Mathematical Reasoning processes. In view of this, it is noteworthy that, during the completion of the continuing education process, 3 TAP (Professional Learning Tasks) were developed, however, in this research, the investigation focuses on the 3rd TAP. Data collection was carried out through audio recordings and written productions of the participants during the continuing education process. The educational productcons is its of a teacher's education notebook that was used during the formative process. As a result of this research, we concluded that the development of the continuing education process made it possible for the participating teachers to improve their under standing of the RM processes and their Essential Under standings. Just as they had the opportunity to participate in moment sof discussion and reflection that directly impact the process of teaching Mathematics, more specifically in relation to the development of Mathematical Reasoning and its processes, as well as providing contributions to professional development, through the concretion of Professional Learning Opportunities.