O conhecimento comum, especializado e ampliado do professor para o ensino de medidas de comprimento

Abstract

The article presents a study in which the knowledge of veteran mathematics teachers in training on Length Measures was analyzed. Nine veteran teachers from the final years of municipal elementary education in Brumado/Ba and thirty-six teachers under formation in Mathematics Degree courses from two Bahian state universities participated in the research. It was based on the studies of Shulman (1986/1987), Ball et al. (2010) and Pino Fan et al (2013) about the knowledge of teachers for teaching. For the study of Lenght Measures the works of Chamorro and Belmonte (2000) and Gusmão et al. (2004) were taken as a basis. Through an exploratory study, using a test questionnaire on specific knowledge of the Length Measures content, we sought to analyze and compare evidence of the common, specialized and expanded knowledge of the participants. The results showed that veteran teachers had a deeper knowledge of the content than teachers in training, and this result seems to be related to the length of service in the teaching profession. However, regardless of the time of experience/ training, the results showed that the difficulties presented by both can be related to concepts and measurement conversion procedures, and these may be linked to teaching based on the memorization of rules, devoid of practical experiences.

Keyword: Knowledge of Teachers. Length Measurements. Mathematics teaching.