A formação matemática do pedagogo: reflexões sobre o ensino de geometria

Abstract

The present study, linked to the research line Pedagogical Methods in Teaching Science and Mathematics of Graduate Program in Science and Mathematics Teaching (ENCIMA) of the Federal University of Ceará (UFC), a qualitative research that intends to investigate how Geometry is present in the course of Pedagogy, as well as in the life of the pedagogues, students of the Faculty of Education (FACED / UFC). Our work aims to analyze the importance of pedagogical mathematical formation in the approach of contents of Geometry, within the Federal University of Ceará (UFC). We investigate through the observation of classes / meetings, questionnaires and interview or conversation, as effectively the field of Mathematics is present in the process of teacher training, in relation to the teaching of Geometry. We observed how the development of the geometric thinking of the future teachers was presented. This fact was supported by a practical class on flat and spatial geometrical figures, and we concluded that they were within the categories of Van Hiele Theory between Levels 1 (at the beginning), 2 and 3 after the presentation of the methodological proposal of teaching and planning of SF. After identifying the advances, contributions and understandings of Geometry during the observations of the didactic sessions carried out by a group of researchers and students of the SF methodology, we organized a digital book with the elaborated SD and thus we constructed our educational product that will be presented in the form of digital media, e-book, about the basic knowledge of Mathematics / Geometry of Pedagogy students, which will be available to the school community at https://www.flipsnack.com/page-flip-software/edit-links?flip=Fd1ignpze#add. Finally, we verified through the results what we were already very visible, the gap in the teaching and learning process of Mathematical concepts / Geometry, pointing to the fragility in the abstraction of these concepts, fruits of an educational process a lot of losses and without a foundation that prioritizes the student's knowledge. There were indications of low hours in the curriculum for the formation of mathematics education of these students, which led us to identify that the mathematical contents for the initial years are not worked in the initial formation. The formation of the pedagogue in relation to Mathematics in the perception of the teachers studied seems to be summarized in methodologies and techniques of teaching in a broad and specific way leaving to the pedagogue the search for other ways of informing oneself, the observed case, the SF that showed his contribution to assist in the assimilation of the contents of Geometry.