A relação professor-materiais curriculares de Matemática: análise na perspectiva dos conceitos de affordance e agência

Abstract

In this research, we aimed to investigate the relationship teachers establish with curriculum materials and the resources that both agents bring to this relationship. The dissertation is organized in a multipaper format, consisting of an introductory chapter, three articles and a chapter with final considerations. We question the way in which the teachers of the Municipal School Coronel Melvino Ferraz relate to Mathematics curriculum materials; how these teachers interpret the theoretical concepts, from the Education and Mathematical Education fields, underlying the materials; what knowledge teachers use when analyzing curricular materials to plan their classes and how does this analysis enables the expansion of teaching knowledge related to mathematics for teaching. The theoretical reference refers to the discussion about the relationship between curriculum materials and teachers in the Mathematics Education area; in the area of Mathematical Education; to theorize about the concepts of affordance and agency and to the models for analyzing the knowledge needed by teachers for teaching mathematics. Thus, we consider that research has broadened its investigative look beyond the physical characteristics of curriculum materials. Thus, we consider that research has broadened its investigative look beyond the physical characteristics of curriculum materials. The study of understanding the uses that teachers who teach mathematics make from support materials to curriculum development means advancing in this field of knowledge; another issue in which emerges as a result is that, although the materials and teachers can assume themselves as an agency, the students profile and the reality of the classroom are configured as the curriculum development authority; teachers' perception of lack of transparency in materials encourages them resort to other materials, revealing an accentuated degree of infidelity to the adopted curriculum material; and the verification that teachers identify few concepts and properties that justify procedures to be used by students in problem solving, wherein justifications and mathematical properties are implicit.