Matemática significativa nas escolas: uma proposta da experiência de aula mediada no ensino fundamental

Abstract

Continuing professional development of teachers and future professionals of education provides the critical self-reflection about their pedagogical praxis. In this work, a structure and dynamic of mediated class were developed from the Theory of Structural Cognitive Modifiability of Reuven Feuerstein to teachers who work with students of the 9th grade of the elementary education in Laranjeiras do Sul, Paraná. Survey was conducted with a structured questionnaire and the five-point Likert scale was used. The teacher profiles, the pedagogical work structures, the methodology, the math teaching practices and the problematical of the rural education in this knowledge area were characterized. The teacher profiles have got demonstrated a high math teaching time and an appropriate formation for that. On the other hand, it was observed difficulty in the application of their learning plans, and practical examples are only written on the blackboard. A fragility in the learning-teaching process was observed when the teachers affirmed that the current student's knowledge is insufficient in relation to specific mathematical content studied years back, such as the mathematical division operation. When the students are working in group the teachers agree that learning is better than organizing them in an individual way. In this sense, it was identified the tendency of the teachers to include in their pedagogical praxis the structure and dynamic of mediated class, where the students are the protagonists of the learning process under the teacher’s intentional mediation.