Concepções do professor de matemática sobre o ensino de álgebra / Mathematics educators conceptions about the teaching of algebra

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

This research has investigated the Mathematics educators conceptions about the teaching of Algebra by comparing them to Algebras conceptions proposed by Usiskin and to the approaches to the teaching of Algebra suggested by Bednarz, Kieran and Lee. Qualitative analysis has been undertaken by means of the software C.H.I.C. and quantitative ones from teachers answers to a series of questions, taking to the following conclusions: the majority of teachers conceives Algebra as a study of the procedures for solving a certain kind of problems, in conformity with Usiskin; these educators, according to Bednarz, Kieran and Lee, approach Algebra to Rules for transforming and solving equations; all the teachers inquired conceive Algebra as generalized Arithmetic, and they think out of Algebra as a generalization of the laws that rule the numbers, as Bednarz, Kieran and Lee; a small number of the group of teachers conceives Algebra as a study of the relations between quantities, as stated by Usiskin, and they approach Algebra to an introduction for the concept of variable and function, according to Bednarz, Kieran and Lee. These three conceptions issued by the teachers inquired, show clearly not only the assertions of the Ausubel theory with regard to the significant learning implied in the conception Algebra as generalized Arithmetic, but also the mechanical learning that may be associated to the conception of Algebra as a procedure, if thought only as rules to be memorized. Besides this, in conceiving the Teaching of Algebra according to the three mentioned conceptions, the teachers give to their students the opportunity of an approach to the algebraic being in different situations concerning each one of the three conceptions.

ASSUNTO(S)

approach abordagem teaching of algebra ensino-aprendizagem educação matemática ensino de Álgebra concepção matemática - estudo e ensino conception

ACESSO AO ARTIGO

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