Aprendizagens para a docência no desencadeamento de ações no Clube de Matemática a partir da sistematização da síntese histórica do conceito de Número Natural

Abstract

In this research, we have as a central discussion about the learning of the necessary knowledge in the learning process for teaching Mathematics for teachers from the systematization of the historical synthesis of the concept of Natural Numbers in the Mathematics Club of (CluMat). The research was developed in the Master's course in Science and Mathematics Teaching and is linked to the Grupo de Pesquisa em Ensino de Matemática e Língua Portuguesa (Contar) and to the extension project Mathematical Club of the Federal University of Rio Grande do Norte (UFRN). This way, we start from the following guiding question: how does learning for teaching occur in triggering actions, involving Natural Number knowledge, at CluMat/UFRN? The objective is to investigate indicatives of learning for teaching in triggering actions, involving knowledge of Natural Number, at CluMat/UFRN. To do this so we use as theoretical support the assumptions of Vigotski's Historical-Cultural Theory (1991), Leontiev's Theory of Activity (1983) and the theoretical-methodological elements of the Guiding Teaching Activity proposed by Moura (1996). In the search for answers to our questioning, we organized the collection of information in two constitutive moments: observation and apprehension of reality. For observation, we used video-recording resources and the researcher's field diary. In order to apprehend the studied reality, we applied a questionnaire and developed a reflective session at the end of the process of study and systematization of the historical synthesis of the concept of Natural Number in CluMat/UFRN. From these instruments, we selected episodes and scenes that composed our axes of analysis. The analysis was organized into episodes and scenes (MOURA, 2004) that are presented in three axes of analysis: 1) Historical synthesis of the concept; 2) Mathematical knowledge; and 3) Formative movement. The first axis of analysis emphasized the importance of studying and reflecting on the logical and historical movement to learn about the concept of Natural Number and to elaborate the situation that triggers learning. The second axis of analysis showed how CluMat is organized as a possibility for learning knowledge about the concept of Natural Number and, consequently, for planning teaching actions that can mobilize the development of the student's theoretical thinking, as well as, contrast the organization of teaching as a learning way for teaching. The third axis of analysis showed that the shared development of actions in CluMat allowed the participants to appropriate elements inherent to teaching, contrasting theoretical reflection and practical action as possible elements for conceiving a general mode of teaching action. The results gave us indications that, when apprehending a general way of organizing teaching, teachers may be learning about the teaching work, since the development of the club's actions demonstrates the learning of necessary knowledge for the teaching practice, establishing a movement of learning for teaching Mathematics based on the systematization of the historical synthesis of the Natural Number concept in the context of the UFRN Mathematics Club.