Open AccessProcess of Appropriating Mathematical Concepts Mediated by Teaching Activity
Author(s) -
Neuton Alves de Araújo,
Cristiane de Sousa Moura Teixeira,
Francisco de Paula Santos de Araújo,
Anna Karla Barros da Trindade
Publication year - 2020
Language(s) - English
Resource type - Journals
ISSN - 2411-2933
DOI - 10.31686/ijier.vol8.iss10.2690
Subject(s) - appropriation , dialectic , phenomenon , epistemology , apprehension , professionalization , sociology , process (computing) , activity theory , intentionality , mathematics education , psychology , pedagogy , computer science , social science , philosophy , operating system
Given the importance of Teaching Orientation Activity (AOE) as an articulated set of teachers' intentionality with the possibility of promoting mathematical theoretical-scientific thinking, the purpose of this study is to analyze the process of appropriation of mathematical concepts of teaching elementar school teachers, inserted in a project of continuous formation in the perspective of Historical-Cultural Theory / Activity Theory. Regarding the process of apprehension of the investigated phenomenon, the historical logical movement of the concepts was based, based on the assumptions of Historical and Dialectical Materialism, advocated by Karl Marx. The evidence was being evidenced, especially through the preparation and development of AOE by teachers participating in continuing education, which allowed us to go beyond the appearance and fossilization of the process of appropriation of concepts, apprehending the historical mediations that comprised the phenomenon under investigation . On the techniques of data production, field observations, video recordings of the formative meetings and reflective session were worked on. It was adopted as an analytical procedure, the method of deployment in units of analysis proposed by Vigotski and complemented by the idea of "episodes" of learning (MOURA, 2004). It was observed that the teachers during the experience with the AOE, in a dialectical movement, little by little, were identifying different elements of the problem situations, commonly worked in the classroom, subsidized by formal logic. Thus, they acquire a level of awareness in the sense that as teachers, the need must be created, as well as the objective and subjective reasons and conditions for students to enter into learning activity.