Uso dos materiais concretos no ensino das estruturas multiplicativas nos anos iniciais do ensino fundamental: um olhar acerca das decisões didáticas do(a) professor(a).

Abstract

This research has as its general objective: to analyze the didactic decisions made by the teacher in the planning and teaching of multiplicative structures in the 4º year of Elementary School, with the support of the use of concrete materials. What justifies this research from a scientific point of view is to provide opportunities for reflections on the conceptions and practices that permeate the didactic actions and decisions of teachers in the classroom, in the face of the teaching of multiplicative structures in the Early Years, adding to the studies in Mathematics Didactics that address the teaching activity. Thus, we sought to answer the following problematizing question: what concrete materials are used for the teaching of multiplicative structures in the Early Years and what are the didactic decisions made by teachers when using these resources? The theoretical references that will support this investigation are the concepts of didactic decisions, in which we situate that the teachers are constantly making decisions in their actions at different levels; the Theory of Conceptual Fields is also emphasized, with emphasis on the Multiplicative Conceptual Field, to think about the teaching and learning of complex competencies of the students; finally, studies about the concrete materials are presented, at which time there are discussions about the needs for changes in teaching methodologies and the offer of didactic resources and their importance. Thus, we opted for the methodology of scientific research of a qualitative nature, of the empirical/field type. The data collection instruments were the videography of two classes and the lesson plans, in the discipline of Mathematics, of a teacher who teaches 4º year of Elementary School. The study investigated, therefore, the teaching activities developed at level +1 (class planning), at level 0 (didac situation) and at level -1 (observation of the student in activity), whose focus was the didactic decisions made by the teacher at these moments. Thus, the study showed that the teacher-participant, during the planning and implementation of the class, made didactic decisions which led the teaching, permeated by her conceptions, beliefs and knowledge about the concrete materials and the teaching of multiplication.