Aprendizagem docente sobre estruturas multiplicativas a partir de uma formação colaborativa apoiada em tecnologias digitais

Abstract

Digital technologies can help to reveal and mediate reflections about teaching practice and contribute to the continued training of teachers who have conceptual and didactic needs about Mathematics. Thus, the central question of this research is: What contribution does a digital technology supported collaborative training have on learning and teacher practice about multiplicative structures conceptual field? It was defined as general objective: To analyze the contributions of collaborative teacher training supported digital technologies about multiplicative structures. The specific objectives were thus outlined: To chart teachers knowledges about the teaching and learning of multiplicative structures; To identify the ways that teachers interact and use digital technologies for discussion and analysis of Mathematics teaching; and To characterize the construction and reconstruction of mathematical concepts by teachers from the digital technology supported collaborative training experience. The main theoretical references were about elements of collaborative learning and conceptual field of multiplicative structures. The adopted method research was the Collaborative Research, comprising the stages of co-situation, cooperation and coproduction. It was conducted with three teachers-coordinators of the Observatory of Education Project (OBEDUC) in Ceara, identified as PCA, PCN and PCS. The digital technologies supported collaborative training happened in august and november 2015. Virtual preliminary interviews data and OBEDUC Project instruments comprised the Collaborative Research co-situation stage. The co-production stage took place mainly through virtual interactions, through shareholdings and teachers productions in Facebook, Skype and WhatsApp. The developed knowledge and a collaborative production among the participants represent the co-production stage. The teachers had limited repertoire of multiplicative situations, just having problems Simple Proportion, Multiple Proportion and Measures Product with rectangular configuration. All of them demonstrated difficulties with didactic Mathematics and multiplicative structures aspects. With the training first activities, it was identified that the teachers had basic knowledges about the multiplicative conceptual field, with a polarization between PCA and PCN, with PCS between both, regarding knowledge and classification of situations. The concepts construction and reconstruction occurred from interactions developed with digital tools. The discussion, proposition, classification and analysis of situations collaboratively, followed by application with students, registration through videos and images for later posting, sharing and collaborative discussion, significantly boosted reflection of practice with Mathematics. The results show that digital media – images and videos - were relevant for the exposition of participants conceptions about the multiplicative field and student resolution strategies. Noteworthy is the partnership between School and University for the production of new knowledge and training model that favored the conceptual expansion by the participants. The experience mobilized abilities and skills about teaching and learning multiplicative structures. The perception that an accurate treatment of student resolution strategies is indispensable is one of the main gains of training.