A REPRESENTAÇÃO SOCIAL SOBRE A MATEMÁTICA DE PROFESSORAS DA EDUCAÇÃO INFANTIL E SÉRIES INICIAIS DO ENSINO FUNDAMENTAL DE ESCOLAS DA REDE MUNICIPAL DE ITAJAÍ SC

AUTOR(ES)

Janete Aparecida Klein

DATA DE PUBLICAÇÃO

2006

RESUMO

The goal of this study was to learn the content, structure and dynamic of the social representation of mathematics, among teachers working in pre-school and initial levels of elementary education, in the municipal district of Itajai - Santa Catarina. This study was based on the theory of social representations, and also the contributions of the literature on conceptions about Mathematics and the training of mathematics teachers. The methodology was carried out in three phases: in the first phase, with the intention of determining the contents of the representation, the technique of free association was used, in individual interviews with 65 teachers working in initial levels of education. The words and expressions evoked by the presentation of the word MATHEMATICS were submitted to hierarchical analysis, which considers the frequency and order of the those evocations. In the second and third phases, the structure and dynamic of the representations were determined, using the Multiple Classifications Procedure (MCP), in interviews with 20 teachers. The categories produced by the interviews were submitted to Multidimensional Scalogram Analysis - MSA. The analysis of the semantic space produced by the MSA and the analysis of the explanations given by the teachers, in the organization of the words evoked, revealed three categories. The first is Mathematics as Science: Logical Reasoning, which carries the idea that Mathematics is an abstract science that is almost inaccessible, and is identified with logical reasoning. The other two categories are related to this one. Mathematics in the school reveals that there are school math contents that provide a mastery of the mathematical language, which is seen as a kind of secret code. This representation seems to be deeply rooted in the everyday experiences of the teachers, as learners rather than as teachers of mathematics, and reveals that reasoning acquires here a characteristic of calculus, and mastering complicated rules and specific symbols, which are difficult to learn because they must be memorized, even though they make no sense. These meanings are related to negative feelings and attitudes. However, the category day-to-day mathematics reveals that logical mathematical reasoning is human reasoning itself, and permeates all our day-to-day activities. This anchorage of mathematics in day-to-day activities is due to the flexibility of the concept of reasoning, which takes on the meaning of comprehension. This meaning allows mathematics to be seen as a tool for solving problems, creating positive feelings and attitudes.

ASSUNTO(S)

matemática ensino da matemática social representation mathematics teaching representação social educacao mathematics

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