Trabalho de Conclusão de Curso de Especialização
Laboratório de ensino de matemática como estratégia de aprendizagem para as quatro operações aritméticas básicas
Fecha
2010-02-26Autor
Barazzutti, Milene
Institución
Resumen
Face the change arising when a student passes from the second to the third
cycle of Middle School, one may ask: the concepts studied initially in the Elementary
School may be considered as understood and fully grasped for all students who have
passed on to the fifth grade? Considering, in particular, the teaching of Mathematics,
one observes that, during this process of change, the use of manipulatives is left behind
for the sake of abstraction. Thus, considering that in the Laboratory Method for
Teaching Mathematics (LMTM) exists a variety of manipulatives such as games involving
mental calculation, logical reasoning and abstractions, it is valid to ask: why
not use these materials also in the final grades of Middle School? Perhaps, is it so
due to the lack of knowledge on how to use such materials? Better yet, what would
be the actual influence in the use of such manipulatives when applied to the construction
of some concepts, by the student, regarding a certain mathematical object?
Thus, the present study constitutes, initially, as a reflection on “how” to teach, more
specifically in the case of the LMTM used as a strategy to learn the four basic arithmetic
operations in the fifth grade of the Middle School, as well as its influence in the
teaching process. To search for possible answers to the above questions the research
work was divided in two intertwine parts: one theoretical based on the available
literature, the other practical based on a case study with the participation of students
from the Colégio Estadual Edna May Cardoso, Santa Maria/RS. The research
development, looking beyond the strategies for teaching, allowed relevant considerations
regarding the school social functions and the role of the school mathematics in
the formation of individuals.