Transição dos anos iniciais para os anos finais do ensino fundamental: os conhecimentos mobilizados por licenciandos em matemática

Abstract

This research aims to identify the mobilized knowledge by Mathematics undergraduate students of the Federal University of Fronteira Sul Campus Chapecó when they noticed mathematical situations solved by students in transition from the early year of elementary school to the last years of middle school. This qualitative approach study which is based on a questionnaire, applied to twenty-five Mathematics undergraduate students who participate in the Pedagogical Residency Program / Capes (PRP), who are in situations of curricular internship and, consequently, of school experiences. These undergraduate resident students carry out their teaching initiation activities with the PRP, primarily in the final years of middle school, however, some actions of these residents were also developed in the early years. Thus, the undergraduate students were led to analyze questions that covered mathematical situations of the Early Years of Elementary School and as a result, express their knowledge about the proposed activities. Faced the answers of the undergraduate students, we sought evidence of the knowledge mobilized by them and for that reason the analysis was based on the knowledge base of Lee Shulman. In view of that, it is clear that the academic education of undergraduate resident students has been assimilated and put into practice, as they pointed to evidence of the necessary knowledge for teaching performance, such as content knowledge, general pedagogical knowledge, their students' knowledge and their own distinct ways of learning.