Níveis de desenvolvimento do procedimento lógico classificar de professores de matemática para formar conceitos matemáticos

Resumo

This research was developed in the Graduate Program in Education (PPGEd) at UFRN, linked to the research line Education, Training and Teacher Professionalization and is inserted in the context of the project approved by CNPQ entitled "Learning to teach logical thinking skills as a way for the formation of scientific concepts in school". The main objective was to characterize the initial levels of development of the logical procedure to classify Mathematics teachers as content of Professional Teaching Thinking (PPD) when they plan teaching situations for the formation of mathematical concepts in Elementary School Final Years, given the importance of this procedure in the development of mathematical thinking in students. This research is based on the Psychology Activity Approach (EAP) applied to Teacher Professionalization, based on authors such as Núñez, Ramalho and Pereira (2024); Núñez, Pereira and Barros (2024); Galperin (1966a; 1978; 1979; 1987; 1989; 2001); Talízina (1988; 2000; 2001; 2009); Nechaev (2015); Leontiev (2021). The methodology was qualitative and the methodological procedures were based on the realization of a formative experience of the initial diagnosis of the PPD that was carried out in six meetings with 4 Mathematics teachers, who were taking the discipline Advanced Seminar I: Learning Theories of the Graduate Program in Science and Mathematics Teaching (PPGECM) linked to the Center for Exact and Earth Sciences (CCET) of UFRN. Pedagogical tests, observation and interviews were used as instruments for collecting information. The analysis of the results revealed that teachers have difficulties in correctly explaining the concept of classifying, its articulation with other logical procedures, its function in the development of students' conceptual thinking, as well as difficulties in elaborating diagnostic evaluations that would allow characterizing the initial levels of development of the logical procedure classify in their students. Thus, it is defended the thesis that a formative experience (not experiment), from the perspective of the Focus of Psychology Activity applied to Teacher Professionalization, enables the characterization of initial levels of development of the logical procedure to classify, in Mathematics teachers, when they plan teaching situations that require this procedure.

Dados da obra

Tipo

Tese (doutorado)

Instituição

UFRN

Programa

PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO

Ano

2025

Defesa

31/07/2025

Idioma

pt

Palavras-chave

CIENCIAS HUMANAS::EDUCACAO; Enfoque da atividade da psicologia; Sistema teórico de Galperin; Procedimento lógico classificar; Pensamento matemático; Pensamento profissional docente

Handle

https://repositorio.ufrn.br/handle/123456789/69765

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026