Relação professor-materiais curriculares e o conhecimento profissional docente sobre o campo conceitual aditivo

Abstract

Based on the idea that curriculum materials are important tools designed to support teachers in their practice, and that their relationship with teachers can lead to teacher professional development, the research in question aimed to analyze teacher professional knowledge regarding the additive field from of the teacher-curriculum materials relationship. In view of this, the research is a case study in which three Mathematics Manuals were selected, used by three teachers working in the Elementary School of a public school in Brasília de Minas (MG, Brazil). With the Manuals in hand, their resources on the additive conceptual field that could impact the teachers’ professional knowledge were identified. Considering the guidelines and task proposals present in the Manuals and based on the teachers’ reading and interpretation, we identified concepts, procedures and guidelines underlying the Manuals read and interpreted by them. Taking the multipaper format, the dissertation is composed of an introduction and three articles that cover, respectively, the specific objectives: (i) Identify and discuss resources of the materials, related to the additive field, that induce professional teaching knowledge in Mathematics; (ii) Analyze how the knowledge of the additive field incorporated into the materials is read and interpreted by three teachers who teach Mathematics in the Elementary School; and (iii) Discuss beliefs and conceptions expressed by three teachers when relating to knowledge from the additive field incorporated into Mathematics curriculum materials in the Elementary School. For the theoretical framework, we refer to theories on the additive conceptual field, as well as on professional teaching knowledge regarding the teaching of Mathematics, in addition to analysis models when dealing with the relationship between teachers and Mathematics curriculum materials. The research results tend to point to the presence of guidelines and tasks in the analyzed Manuals that report to the additive conceptual field. We highlight, based on what was discussed during the focus group and interviews, that the relationship between teacher and curriculum materials is marked by the fragility of reading and interpretation, of teachers, of the guidelines and tasks contained in the Manuals, considered by them as insufficient. The use of Manuals is guided by the teachers' knowledge, beliefs and conceptions about the additive field, so materials and teachers bring elements to the relationship. The analysis carried out directs us to the power that the focus group can assume for the continued training of the participants, and that the studies presented here can be expanded with a view to reaching other nuances and issues that were not possible exploration. For example, more than analyzing the relationship between teacher and curriculum materials in the additive field, studies are needed that consider the particular classroom context of each teacher when carrying out classes using teacher Manuals as a resource for teaching Mathematics.