A matemática no anos iniciais de ensino fundamental: as estratégias de ensino com potencializadoras da aprendizagem




This study investigates the teaching strategies used by mathematics teachers of initial grades of Elementary Education, in the Municipal Education Network of a town which is part of the Associação dos Municípios da Região da Foz de Itajaí (Association of Towns of the Foz de Itajaí Region) - AMFRI. This study is relevant in that it provides indicators that can guide new education strategies, used to improve the teachers practice, and as a result, increase the pupils learning. The main objective of this research was to identify the principal education strategies used by the mathematics teachers working with the initial grades, as individuals with the potential to promote significant learning, in a town belonging to the AMFRI. The theoretical background to the research was based on the studies of D`Ambrosio, Vila &Callejo, Nunes, Nunes et al, Giardinetto and Libaneo, who discuss mathematics education and its teaching practice in the daily life of the school. Different strategies can be used in the development of the curricular contents, in order to help the pupils learn. The methodological approach used in this investigation was a qualitative one, through interviews, questionnaires, and observation, which constituted the data collection tools of the study. The results of the study indicate that the teachers who took part in the study still make little use of strategies that favor significant learning. The study also shows that although the teachers reported that they use play activities, such as games, use of specific materials, and posing problems related to the pupils everyday lives, as strategies for generating significant learning, the observation showed that explanatory classes and activities of rote learning are more evident


educacao mathematics education, learning strategies, elementary education ensino de matemática, estratégias de ensino, ensino fundamental

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