Análise do campo multiplicativo na concepção fedathiana no 5º ano do ensino fundamental sob a perspectiva docente

Abstract

Teachers live daily with the challenge of keeping up with the constant process of modernization in the world, being increasingly required to train critical citizens capable of developing skills, especially in teaching mathematics, which help them in different situations beyond the classroom . In this scenario, the question arises: what are the contributions of the Fedathi Sequence to the development of teaching in the multiplicative field for our students in the 5th year of elementary school? The objective of this study is to present teachers' conceptions about teaching mathematics, in particular, about the multiplicative field from the perspective of the teacher who teache mathematics in the early years of elementary school. With regard to teachers' contact with the Fedathi Sequence Teaching Methodology, it was presented through a didactic sequence drawn up from the analysis of an electronic questionnaire with 10 teachers participating in the extension course in partnership with the Federal University of Ceará – UFC. This work was structured in detail, namely, the introduction, theoretical field, methodology, discussion and analysis and considerations. The present study is approached from a qualitative perspective. As a result, the Fedathi Sequence methodology presents itself as a relevant tool for meeting this demand with regard to the contents of mathematical operations, in question the Multiplicative Conceptual Field, as it works on the student's potential considering their errors and successes, leading to an understanding of mathematical thinking, developing students' abilities to develop hypotheses, reflect on errors and make decisions based on their steps. Consider the results of this study relevant, as it enables improvements in the teaching-learning process of the multiplicative field of 5th year students from the teacher's perspective.