Abordagem pedagógica em duas coleções de materiais curriculares de Matemática

Abstract

The understanding that curricular materials support teachers when planning and implementing classes, based on the reading and interpretation of teaching guidelines, and the evaluation and selection of tasks incorporated in these tools, the research reported in this dissertation was guided by the objective of analyzing cognitive demands and pedagogical approach in Mathematics curricular materials and discussing the interactions expected for students and teachers. Using a qualitative approach, a documentary analysis was carried out in Teacher's Manuals of two collections of materials for the Middle School, guided by the specific objectives of analyzing cognitive demands of tasks in curricular materials and discussing implications for teacher participation in learning situations and problematizing the approach to the organization and role of students and the source of knowledge in two collections of Mathematics curriculum materials. Each of these objectives led to studies reported in two articles, with the dissertation organized in multipaper. In the Manuals, Algebra tasks and their teaching guidelines were mapped, which were analyzed in light of theoretical discussions on cognitive demands and pedagogical approaches — the role of teachers, organization and role of students, and source of knowledge. The results indicate that there are different perspectives for teachers to assume in teaching practices, with interactions standing out as reproducers of what the materials propose. Similarly, various roles are envisaged for students to exercise in the learning process, with the role of respondent standing out. Regarding class organization, approaches that privilege individuality in solving tasks stand out. Regarding the source of mathematical knowledge, teachers, students, and curriculum material are perspectives as knowledge resources, with the emphasis on teachers as centralizers of knowledge to be the object of students' mathematical education. Regarding tasks, those with low cognitive demands, such as memorization, stand out. From the identification made, it is inferred that it is important to know the levels of complexity in the tasks and the intended approaches in the materials, which will affect the processes of teaching and learning Mathematics.