In this study I present the research report on the continuing education of teachers who teach
mathematics in the early years of Elementary School in the city of São Francisco do Pará,
developed in the course of continuing education related to the Intradisciplinary Teaching of
algebra, arithmetic and geometry for teachers of Fundamental I. It is, therefore, an
investigative path of a qualitative nature, in the methodological modality of Action Research,
whose objective was to investigate how teachers articulate their knowledge regarding the
teaching of algebra in an integrated way with geometry and arithmetic when designing math
tasks for the early years. Over six months, the actions were monitored and recorded through
questionnaires, audio and video transcripts, personal notes in the researcher's notebook and
material produced by the research collaborators. The material collected was treated and
organized in axes, written in narrative episodes, which were analyzed mainly, but not
exclusively, from the theoretical framework that makes up the text of this dissertation, being
built for this purpose. As a methodology for analyzing information, we opted for Narrative
Analysis, which shows a practice, generated from a constant process of negotiation of
concrete work situations, promoting learning and professional development. The narratives
analyzes show that collaborating teachers need to know the object of knowledge, as well as
establish an intradisciplinary relationship between them and their teaching, that is, to know to
organize the knowledge didactically so that students learn. As a result of the investigation, an
e-book was organized with didactic guidelines for the intradisciplinary teaching of algebra in
the early years and a blog for dissemination of research results and subsequent discussions of
subjects related to mathematics education.
|
