Concepções de álgebra de professores na educação básica: da interpretação ao ensino

Abstract

The present work concerns a research that aims to reflect on the conceptions of Basic Education teachers about algebra, algebraic education and algebraic thinking. The focus of the investigation is centered on the teacher, considering that he has great interference in the teaching and learning process of algebra. Thus, the research takes place through a case study, having as a data collection instrument a questionnaire applied to teachers working in Elementary and High School in public and private schools, located in the Chapecó city and its surroundings. Through this questionnaire we seek to find out how these teachers define, understand and attribute meaning to algebra, algebraic education and algebraic thinking and then identify how algebra is taught, including methods and strategies for its teaching. The study is anchored in several conceptions about algebra, present in the literature, which served as a basis for the elaboration of textual categories for qualitative data analysis. It is noted that the conceptions of teachers about algebra, education and algebraic thinking are diverse and, in general, they are in line with what is presented in the literature, with emphasis on the perspective of problem solving and the ability to generalize situations. The constant search for specialization is reflected in the responses of the teachers, who attach due importance to algebra, prompting them to adhere to current teaching methods and strategies, capable of providing meaningful learning to the student and, above all, developing the algebraic thinking in him