Conhecimento especializado do professor que ensina matemática: uma análise do livro didático no âmbito das frações
DOI:
https://doi.org/10.30612/tangram.v1i3.7370Abstract
Considerando o grande desafio que as frações representam para os alunos, discutem-se, neste artigo, algumas tarefas de um livro didático utilizado na Educação de Jovens e Adultos e a importância do conhecimento especializado do professor. Parte-se do pressuposto de que o livro didático se caracteriza como um dos principais recursos de orientação dos professores em sua prática pedagógica e, portanto, torna-se essencial uma discussão acerca do conteúdo desse recurso. Tendo em vista o conhecimento do professor, utiliza-se a conceitualização do Mathematics Teachers’ Specialized Knowledge. Constata-se que cabe ao professor reconhecer as potencialidades/limitações das tarefas propostas no livro didático ― o que requer dele um conhecimento especializado sobre todos os temas matemáticos envolvidos nos exercícios propostos ― e atribuir significado a tais tarefas, de modo a possibilitar o desenvolvimento, de forma matematicamente adequada, do conhecimento dos alunos.
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