Os saberes da formação inicial do professor para a integração da investigação em Matemática com recursos da geometria dinâmica

Abstract

This research aims to discuss the knowledge of Mathematics teachers from the proposal of Mathematical Research integrated to the use of systems of Dynamic Geometry considering their initial formation. As a theoretical and methodological support, we rely on Tardif (2011), which deals with teaching knowledge; In Borba, Silva and Gradanidis (2014) on Digital Technologies, and Ponte, Brocado and Oliveira (2009) on Mathematical Research. In methodological terms, this research is of a qualitative nature, in the modality of pedagogical research in which the researcher carries out investigations about the pedagogical doing in the classroom (SAMPIERRI et al, 2013). In order to achieve this objective, the research was carried out in stages: 1) Analysis of the PPC as a curricular proposal and diagnostic assessment with pre-final students in their training courses from UFPB, UFCG and UEPB regarding knowledge about GeoGebra software and use of it; 2) Construction of an investigative activity involving the Pythagorean Theorem with support in GeoGebra software; 3) Diagnostic assessment of the UEPB graduating class and proposal development in this class; 4) Evaluation of research reports made by the Licensed; 5) Interview with a professor of the of the UEPB about the knowledge mobilized with respect to the understanding and meaning of the proposal for the formation of the teacher, as well as contributions of the proposal for the teaching and learning of Mathematics. The analysis of the data, with respect to the evaluation criteria of the report, allowed us to observe, mainly, the weakness of the future teachers in relation to the mathematical knowledge of the Theorem of Pitágoras, as well as the deficient language and communication about its strategies and processes developed in research. Therefore, we can conclude that even these students need to deepen their knowledge in order to develop proposals like this in the future. As a result of the research, specific knowledge about how to develop mathematical research (professional knowledge) and disciplinar (concepts, strategies and communication in mathematics) should be better explored in the training courses.