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Perceções de professores do 1º Ciclo do ensino Básico sobre a formação inicial em Matemática: Um estudo de caso
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Abstract(s)
A Matemática é uma área de elevada relevância, que permite a resolução de situações e problemas no nosso dia a dia. No 1.º ciclo do ensino básico, é onde se abordam os princípios básicos desta disciplina (Alves, 2016), o que faz com que a formação de professores neste nível de ensino, tenha uma atenção especial para esta área (Ponte, 2014).
O professor do 1.º ciclo do ensino básico deverá ser promotor de uma aprendizagem significativa e motivadora, facilintando a compreensão e regras da Matemática. Assim, o professor deverá ter uma boa formação inicial, pois esta tem um elevado peso na qualidade no ensino desta área.
O presente estudo pretende aceder às conceções de professores de 1.º ciclo do ensino básico sobre a formação inicial na área da Matemática. Assumiu-se um paradigma interpretativo (Miranda, 2008) e desenvolveu-se um design de estudo caso (Amado & Freire, 2014). Os participantes foram 97 docentes do 1.º ciclo do ensino básico. Relativamente ao instrumento de recolha de dados utilizou-se um inquérito por questionário e para o tratamento e análise de dados utilizou-se uma análise estatística e a uma análise de conteúdo.
Os resultados apresentaram que, no geral, os professores estão satisfeitos com a sua formação inicial, mas sentem necessidade de obter mais formação em algumas áreas da Matemática.
Mathematics is a high relevance field of studies that helps solving problems on a day-to-day basis. In the 1st cycle of basic education, the basic principles of this subject are taught (Alves, 2016), which makes the training of teachers at this education level have special concerns with this area (Ponte, 2014). The teacher in the 1st cycle of basic education should be a promoter of a significant and motivational learning experience, easing the comprehension of the mathematical rules. Thus, the teacher must have a good initial training, since this training has a high impact in the quality of teaching in this field of studies. This study aims to access the conceptions of primary school teachers about their pre-service education in mathematics. An interpretative paradigm was adopted (Miranda, 2008) and a case study design was developed (Amado & Freire, 2014). The participants were 97 teachers of the 1st cycle of basic education. Regarding the gathering of data, a survey by questionnaire was made, and to process and analyze the data a statistical analysis and content analysis were made. The results have shown that, in general, the teachers are satisfied with their initial training, but, nevertheless, feel the need for more training in some mathematical subjects.
Mathematics is a high relevance field of studies that helps solving problems on a day-to-day basis. In the 1st cycle of basic education, the basic principles of this subject are taught (Alves, 2016), which makes the training of teachers at this education level have special concerns with this area (Ponte, 2014). The teacher in the 1st cycle of basic education should be a promoter of a significant and motivational learning experience, easing the comprehension of the mathematical rules. Thus, the teacher must have a good initial training, since this training has a high impact in the quality of teaching in this field of studies. This study aims to access the conceptions of primary school teachers about their pre-service education in mathematics. An interpretative paradigm was adopted (Miranda, 2008) and a case study design was developed (Amado & Freire, 2014). The participants were 97 teachers of the 1st cycle of basic education. Regarding the gathering of data, a survey by questionnaire was made, and to process and analyze the data a statistical analysis and content analysis were made. The results have shown that, in general, the teachers are satisfied with their initial training, but, nevertheless, feel the need for more training in some mathematical subjects.
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Keywords
Matemática, Conceções dos professores, 1.º ciclo do ensino básico, formação inicial. Mathematics, teacher’s conceptions, 1st cycle of basic education, Pre-service education.