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Esta comunicação tem por base uma experiência de formação realizada no âmbito do projeto REASON, que tinha como objetivo o desenvolvimento do conhecimento de professores do 1.º e 2.º CEB sobre processos de raciocínio matemático. Trata-se de um estudo qualitativo de caráter interpretativo focado no processo de
generalizar. Os dados foram recolhidos através da gravação das sessões de formação e de notas de campo das formadoras e incidiram sobre a apresentação das produções dos alunos aquando da realização de tarefas em sala de aula, em especial na discussão dos processos de raciocínio identificados nas mesmas pelas formandas. Da análise realizada pode concluir-se que foi possível clarificar dúvidas das formandas sobre o processo de generalizar. Essas dúvidas incidiam, por um lado no facto deste processo estar associado
à ideia de “tornar geral” e, portanto, de infinito e por outro a ideia de que uma generalização tem de ser sempre verdadeira. A discussão realizada, a partir das resoluções dos alunos, permitiu esclarecer estes equívocos e clarificar aquele processo de raciocínio.
Abstract: This communication is based on a teacher education experience carried out within the scope of the REASON project, which aimed to develop the knowledge of teachers of 1st and 2nd CEB on mathematical reasoning processes. This is a qualitative study of an interpretive nature focused on the generalization process. Data were collected by recording the education sessions and field notes of the educators and focused on the presentation of the students' productions when carrying out tasks in the classroom, especially in the discussion of the reasoning processes identified by the teachers. From the analysis carried out, it can be concluded that it was possible to clarify doubts of the teachers about the generalization process. These doubts focused on the one hand, on the fact that this process is associated with the idea of “making general” and, therefore, on infinity and, on the other hand, on the idea that a generalization must always be true. The discussion, based on the students' resolutions, made it possible to clarify these misconceptions and clarify that reasoning process.
Abstract: This communication is based on a teacher education experience carried out within the scope of the REASON project, which aimed to develop the knowledge of teachers of 1st and 2nd CEB on mathematical reasoning processes. This is a qualitative study of an interpretive nature focused on the generalization process. Data were collected by recording the education sessions and field notes of the educators and focused on the presentation of the students' productions when carrying out tasks in the classroom, especially in the discussion of the reasoning processes identified by the teachers. From the analysis carried out, it can be concluded that it was possible to clarify doubts of the teachers about the generalization process. These doubts focused on the one hand, on the fact that this process is associated with the idea of “making general” and, therefore, on infinity and, on the other hand, on the idea that a generalization must always be true. The discussion, based on the students' resolutions, made it possible to clarify these misconceptions and clarify that reasoning process.
Descrição
Palavras-chave
Conhecimento do professor Generalizar Processos de raciocínio matemático Raciocínio matemático Generalizing Mathematical reasoning Mathematical reasoning processes Teacher’s knowledge
Contexto Educativo
Citação
Serrazina, L., Rodrigues, M. (2021). Raciocínio matemático: Professores do 1º e 2º CEB e o processo de generalizar. Investigação em Educação Matemática 2021: Capacidades matemáticas Transversais, 206-219