COMPETÊNCIAS DESENVOLVIDAS POR PROFESSORES QUANDO ANALISAM TAREFAS MATEMÁTICAS

Abstract

This article is part of a broader research project, the objective of which was to evaluate the development of skills in Basic Education teachers for analyzing mathematical tasks on length measurements, especially the skills in epistemic analysis. The research was conducted with eighteen Basic Education teachers with degrees in literature, pedagogy, physics and mathematics who participated in the Study and Research Group on Didactics of Experimental Sciences and Mathematics, who kindly analyzed a set of tasks on length measurements. The data were analyzed in light of the Didactic Adequacy Criteria, a tool that makes up the Ontosemiotic Approach to Mathematical Knowledge and Instruction. The study focused on teacher training and was developed following the Study Cycle and Task Design method, which we reorganized into three stages: analysis, study and reanalysis of tasks. The focus of this article is the first stage, in which we present the results obtained in the analysis of a mathematical task. These results indicate that, during the analyses, the teachers demonstrated mathematical, communicative and argumentative skills, so that concerns about the language used in the tasks were highlighted; possible ambiguities present in the statements were pointed out and mathematical concepts were discussed.

Keywords: Competence in Task Analysis. Didactic Suitability Criteria. Length Measurements. Task Design Criteria. Teacher Training.