A teoria da objetivação e o processo de tomada de consciência sobre o pensamento algébrico: uma experiência de ensino remoto com futuros professores de matemática

Abstract

The object of study of this research was the conception of algebraic thinking of future mathematics teachers. In this sense, we analyze how the process of becoming aware of the algebraic thinking of Mathematics undergraduates takes place, from an approach to the algebra-arithmetic relationship from the perspective of the Theory of Objectification. Initially, we tried to identify the conceptions of algebraic thinking of future mathematics teachers; then we started to identify possible contributions of the Theory of Objectification in updating the knowledge of undergraduates about algebraic thinking in a non-alienating perspective. To achieve these goals, we developed a research with a qualitative approach from the perspective of the Theory of Objectification (TO). To this end, we taught an extension course to students of the distance learning degree course in mathematics at a federal public university in the semi-arid region of Rio Grande do Norte, who were participating in the Pedagogical Residency program at that institution of Higher Education. The aforementioned extension course was taught online, remotely, with a workload of twenty class hours (20 h/a), divided into five (5) “Meetings” of four class hours (4 h/a) for every encounter. The tasks developed were designed to be performed in synchronous and asynchronous moments of the mentioned course. To support the present study, we sought references such as Radford (2010, 2011, 2012, 2014, 2015, 2016, 2017, 2021, 2022), Kaput (2008), Lins and Gimenez (1997), Filloy and Rojano (1989), D 'amore and Radford (2017), Abbagnano (2007), Al-Jwarizmi (2009). The analysis of the produced data was carried out in the multisemiotic perspective. As a result achieved by the present study, we observed a progressive and gradual awareness on the part of future mathematics teachers, through the change, transformation and refinement of the theoretical conception they had in relation to what could or could not be considered as an expression of a typically algebraic thinking, developed remotely in a non-alienating activity in joint work from the perspective of the Theory of Objectification. In addition, evidence of changes in the conception of the teacher's and student's role in the teaching-learning process, or as the TO prescribes, evidence of change in the “being”, as a result of the activity (in the sense defended by the TO) carried out.