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Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 21 N.º 2 (2018): Julho

TRAYECTORIA DE APRENDIZAJE DE LA LONGITUD Y SU MEDIDA COMO INSTRUMENTO CONCEPTUAL USADO POR FUTUROS PROFESORES

DOI
https://doi.org/10.12802/relime.18.2124
Enviado
novembro 4, 2022
Publicado
2018-06-25

Resumo

O objetivo deste trabalho é caracterizar o uso de uma trajetória de aprendizagem de comprimento e sua medição como um instrumento conceitual para favorecer a aquisição da competência de ensino "olhar profissionalmente" para o pensamento matemático das crianças. Participaram 64 alunos da carreira de professor de educação infantil que seguiram um módulo de ensino. Este módulo foi articulado em torno de um percurso de aprendizagem sobre a duração e a sua medição, para que os futuros professores o utilizem como instrumento conceptual para descrever e interpretar as respostas dos pré-escolares às situações de ensino-aprendizagem (primeiro esquema de ação instrumental) e propor tarefas com base no entendimento inferido (segundo esquema de ação instrumental). Os resultados mostram que há alunos que se preparam para ser professores que não desenvolvem nenhum esquema de ação instrumental, outros desenvolvem o primeiro esquema e alguns, ambos; isso evidencia a aquisição da referida competência.

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