Abstracts Mathematics

As decisões didáticas de um professor de matemática sob o ponto de vista do desenvolvimento do pensamento algébrico

by Lívia Elaine da Silva SANTOS

The present study aims to analyze the macrodecisions of the mathematics teacher for the development of algebraic thinking in students in the 7th year of Elementary School. We take as a theoretical reference the Didactics of Mathematics, an area of knowledge of French origin, having as object of study the teaching and learning processes of mathematics and being interested in the construction of knowledge by the subject himself, we undertook our study in the light of the Theory of Didactic Situations which constitutes a theoretical model to study the didactic relationship that is established in the triad teacher, student and knowledge, especially the model of structuring the environment proposed by Brousseau (1986) and the Enriched Teacher Activity Levels Model by Margolinas (2002, 2005), who envisions the role of the teacher's activity in this relationship. Our methodology consists of a qualitative approach and is based on the case study of a mathematics teacher who teaches in the 7th year of Elementary School at a state school in the city of Pesqueira/PE. The analyzes are discussed and presented based on the lesson plan prepared by the teacher on the mathematical knowledge of the 1st grade equation and on the semi-structured online interview, from the point of view of the knowledge and conceptions mobilized by the teacher about teaching and learning; the factors that can influence decisions in the construction of the theme; the teacher's intentions when organizing the medium and the choice of activities, as well as his instructions. The results show that the notion of algebraic thinking needs to be widely discussed in the initial and continuing education of the teacher, as well as clarified in the curricular guidelines, in effect reaching the interior of the classroom. In general, the teacher points out several important teaching strategies for the development of algebraic thinking. Thus, we conclude that the choices made and the didactic decisions taken by the teacher establish an approximation with this way of thinking and we weave that our study has been a valuable opportunity for reflections on the teaching of algebra, since the act of deciding is influenced by several factors that underlie the teacher's teaching intention.