This study is an autobiographical narrative research that demonstrates the analysis of my praxeologies, in the context of my professional development, as a mathematics teacher. The focus of the analysis falls on the various praxeological conflicts I have faced in the classroom during the elaboration and application of an educational proposal for teaching polynomial operations to students in the 7th grade (1st year of junior high school). In this study my intention was to answer the following question: Which connections between arithmetic and algebra determined my praxeologies during the educational amplification I developed, to teach the addition, subtraction, multiplication and division of polynomials, in the 7th grade of fundamental education? In order to analyze my own praxeologies through the educational proposal I elaborated, I used the Anthropological Theory of the Didactic (ATD) of Yves Chevallard as the main theoretical reference. The analysis I made of my own praxeologies involved the system of decimal numeration, fundamental arithmetic operations, polynomial operations, types of tasks and techniques, the cognitive universe and praxeological equipment. The results show that my personal relations with types of ostensive and non ostensive object sand the types of tasks and techniques present or not in the educational proposal I elaborated, reveal which past and present praxeologies made up the different moments in my professional development as a mathematics teacher. In this sense, before graduation I lived the
praxeologies of a lay teacher, during and after my specialization my cognitive universe went through praxeological conflicts, revealing that the institutional subjections shaped my praxeologies for teaching polynomial operations.
|
