Appropriation by teachers of games on 1st-degree equations proposed in textbooks
DOI:
https://doi.org/10.23925/1983-3156.2021v23i3p151-184Keywords:
Appropriation model of a new resource, Mathematical games, 1st-degree equationAbstract
We present an excerpt from an ongoing study in the Postgraduate Program in Science Teaching (PPGEC), on mathematics teachers’ appropriation of games. These games concern first-degree equations and are proposed in textbooks approved by the National Textbook Program. We took as reference the model of appropriation of a new resource, structured in three phases: pre-appropriation, original appropriation, and reappropriation. This study was developed with a mathematics teacher of the final years of an elementary municipal school of Recife, from the perspective of reflective investigation methodology, elaborated in the documentational approach to didactics. In the present work, we only analyze the pre-appropriation and original appropriation phases of the equivalent equations game, chosen by the teacher, among others that she analyzed. About the results, we highlight the influence of mathematical knowledge for teaching in the instrumentalization process of this game and the different types of instrumental orchestrations planned and effectively implemented for its use in the classroom.
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