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Este trabalho aborda os resultados de uma pesquisa realizada com professores de matemática do ensino básico sobre suas concepções acerca da Álgebra e seu ensino. O referencial que adotamos foi a Teoria Antropológica do Didático. Nosso objetivo foi verificar quais características do modelo epistemológico dominante no ensino de Álgebra são reveladas nas concepções dos professores investigados. Para coleta de dados, adotamos como procedimento metodológico um Percurso de Estudo e Pesquisa. Os resultados revelaram, quanto à epistemologia espontânea do professor, o predomínio da perspectiva da Álgebra no sentido de operação com letras e números, bem como de generalização de padrões, o que a caracteriza como aritmética generalizada.This work deals with the results of a research with basic school mathematics teachers about their conceptions for Algebra and its teaching. The theoretical framework that we adopted was the Anthropological Theory of Teaching. The objective was to verify which characteristics of the dominant epistemological model on teaching algebra are revealed in the conceptions of the teachers investigated. To collect date it was adopted as the methodological procedure Course of Study and Research. The results show, as the spontaneous epistemology teacher, the predominant view of algebra in the sense of operation with letters and numbers and generalizing patterns, which characterizes it as generalized arithmetic.

educação matemática pesquisa

Concepções de professores de matemática do ensino básico sobre a álgebra escolar &lt;br&gt; Conceptions of basic school mathematics teachers about school algebra