A Leitura e a Matemática: A Compreensão do Licenciando do Curso de Pedagogia da UFRN/CERES

Abstract

The present study is a research carried out with undergraduate Pedagogy students in last semester from Universidade Federal do Rio Grande do Norte (UFRN), Caicó campus, Brazil. We intend to reflect on the relation between reading and Mathematics, being justified by the importance of reading as one strategy for teaching mathematical affairs, so that students learn how to use it as an information searching tool and in solution of problem-situations. Under this perspective, the main objective is to identify how Pedagogy students in last semester from UFRN, Caicó campus, acknowledge the importance of reading for teaching Mathematics. A qualitative and interpretative approach was defined as the research methodology. For collecting data and information, we elaborated and applied a survey, whose obtained data were analyzed according to the Content Analysis technique. Main results show that: Brazil shows exceptionally low performance in terms of understanding mathematical affairs by part of its students, and that fragility is causally related to teaching and learning processes, which involves several factors. Surveys have exposed low motivated students for reading and deepening in contents, and little specialized knowledge of Mathematics teaching. However, by discussing the hole reading may play in mathematics teaching and learning, we hope to contribute for future teachers to head their actions to a diversity of teaching strategies, and that teacher education institutions may re-evaluate the working time of specific content subjects, especially Mathematics, providing extension and teaching courses which aim to qualify its students.