Os objetos matemáticos divisão e proporção no ensino de Física

Abstract

This dissertation was motivated by the perception of the difficulties faced in teaching Physics, especially when the contents covered require prior mastery of the mathematical objects “division” and “proportion”. In order to analyze the extent to which Physics teachers perceive a relationship between students' knowledge of these concepts and the learning of subject content, we developed two articles with specific objectives to support the conclusion. We adopted the Content Analysis methodology, using, in the first article, the State of Knowledge technique, based on the selection of academic articles and dissertations, in order to identify and summarize the difficulties pointed out in research related to the teaching of the mathematical objects “division” and “proportion”. The analysis was guided by the Ontosemiotic Approach to Mathematical Knowledge and Instruction (EOS), which offers a solid conceptual framework for understanding the difficulties in teaching and learning these mathematical concepts. In the second article, we used the Enunciation Analysis technique to analyze, in narratives, how high school teachers deal with the teaching of Physics content that relates to knowledge about division and proportion. The theoretical foundation of this study was based on both the EOS and the assumptions of Critical Physics Teaching. The data were obtained through semistructured interviews with seven teachers from the state education network in the city of Montes Claros, Minas Gerais. The results indicate that the contextualized application of content, linked to the reality of students, has stood out as the strategy most valued by teachers and researchers. However, structural obstacles are evident in secondary education, such as the limited workload allocated to the Physics subject, the prioritization of theoretical content over quantitative approaches, and the absence of public policies that consider the learning gaps of students who have recently entered this stage of school. These issues go beyond the individual role of teachers, requiring the formulation of specific and structured public policies.