O pensamento funcional e a capacidade de perceber o pensamento funcional de futuras educadoras e professoras dos anos iniciais
Preservice preschool and primary teachers’ functional thinking and noticing of students’ functional thinking

Joana Cabral, Hélia Oliveira, Fátima Mendes

Resumo


Este artigo propõe-se caracterizar o pensamento funcional de futuras educadoras e professoras (FEPs) e a sua capacidade de perceber (noticing) o pensamento funcional de alunos dos anos iniciais, no âmbito da resolução de tarefas sobre sequências pictóricas crescentes. Pretende-se, também, refletir sobre a relevância de uma intervenção centrada na Early Algebra na formação de FEPs. A metodologia adotada é qualitativa, sendo os dados recolhidos por meio da observação participante e da recolha documental. Os resultados evidenciam que a experiência contribuiu para o aprofundamento do pensamento funcional das FEPs e que, no que se refere à capacidade de perceber o pensamento algébrico dos alunos, as FEPs atendem a diversos aspetos chave que permitem caracterizar o seu pensamento funcional.

This article aims to characterize the functional thinking of preschool and preservice primary teachers (PPT) and how they notice early years students’ functional thinking within the context of pictorial growth sequence tasks. We also intend to reflect about the relevance of an intervention focused on Early Algebra in PPTs’ education. We adopted a qualitative methodology and participant observation and documents’ collection as the methods of data collection. The results show that the experience contributed to the deepening of the functional thinking of the PPTs and that, as regards the ability to perceive the algebraic thinking of the students, the PPTs address several key aspects that allow to characterizing students’ functional thinking.


Palavras-chave


formação inicial, pensamento funcional, noticing, Early Algebra, primeiros anos

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Referências


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DOI: https://doi.org/10.23925/1983-3156.2019vol21i3p50-74

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Direitos autorais 2019 Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática



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