(CO) CONSTRUINDO RELAÇÕES INTRA E INTERPESSOAIS INCLUSIVAS COM A MATEMÁTICA NO PROCESSO DE APRENDER A ENSINAR

Abstract

This article revisits and extends the analyses presented by Batista (2017) regarding the involvement of future primary teachers with multimodal mathematical activities and the ways that these students develop to understand and share mathematical ideas while learning to teach mathematics within an inclusive perspective. The research activity the forms the focus of this article explored ideas of the Decimal Number System with sensory modalities and bodily expressions used as means of mathematical production and representation. The article highlights the contributions of this type of activity to the recognition of different forms of expression and mathematical representation and to the (re)establishment of relationships with objects of knowledge of school mathematics through paths that differed from the students previous experiences. Drawing theoretical support from perspectives of embodiment, we sought to highlight the intra and interpersonal relationships that emerged from the participants' interactions with each other, with the object of knowledge and with the mathematical instruments they worked with. The results indicate feelings of security, comfort and surprise emerged during the interactions with the available resources, and suggest that the activity helped the participants to (re)establish their own relationships with the explored mathematical ideas and to develop the ability to establish empathy with doing mathematics of others.