Abstracts Mathematics

Concepções e práticas acerca da criatividade em Matemática : movimentos na formação de um grupo de estudantes de licenciatura em Matemática

by Lineu da Costa Araújo Neto

Faced with the new demands of our society in the 21st century, which is increasingly complex, dynamic and technological, the role of the educational system and, in particular, of the teacher must be to stimulate the development of the creative potential of their students in search of innovative solutions for the problems that life imposes on them. In this context, it is important that, during their initial teacher training, prospective teachers have contact with specialized knowledge in creativity in order to support their pedagogical practice in the classroom in the future. Considering these aspects, the present work aimed to investigate the didacticpedagogical potential of a subject of the seventh semester of the mathematics degree course at a public university of the Federal District during the first semester of 2020 in the training process of twenty-eight prospective mathematics teachers about the knowledge and conceptions of creativity in Mathematics and their applications in pedagogical practices for teaching the content of functions. The purpose of this course was to provide undergraduates with specialized training on pedagogical knowledge aimed at creativity that would allow them to develop teaching strategies about the content of functions through a model of workshops to stimulate critical and creative thinking in Mathematics proposed by Gontijo (2020) and contextualized and interdisciplinary problems according to a problem continuity structure matrix proposed by Schiever and Maker (2003). To achieve this goal, the following guiding questions were outlined: (a) What knowledge and conceptions about creativity in Mathematics are evidenced by prospective teachers after studying this subject? (b) What knowledge and pedagogical practices for teaching the content of functions are evidenced by such graduates after this course? (c) What contributions can a teaching approach based on creativity techniques associated with contextualized and interdisciplinary problems provide to the training process of these undergraduates? In order to answer these questions, a qualitative research was developed through a phenomenological-hermeneutic approach. The methodological part adopted in the research was divided into two phases. Initially, an extensive review of the available literature was carried out based on a documentary analysis of the guidelines that guide the National Common Curricular Base, the Curriculum in Motion of the Basic Education of the Federal District and the Common National Base for the Initial Teacher Training of the Basic Education and from a bibliographic research of papers, dissertations and theses related to the themes of functions, teacher training, knowledge for Mathematics teaching, creativity, creativity in Mathematics and problem solving. In a second moment, a field research was conducted with these undergraduates, in the form of remote teaching, in which the following instruments were used: (a) questionnaires through electronic forms; (b) recordings of synchronous video…