THE ALGEBRAIC REASONING AND BLENDED FORMATION OF TEACHERS WHO TEACH MATHEMATICS: THE POWER OF SYMBOLS

Abstract

This article aims to analyze tasks developed by multipurpose teachers within the scope of a study that involved continuing education, to work on elementary algebraic concepts. The study is located at the intersection of Early Algebra, Blended Learning and Teacher Education. A continuing education course was developed for nine teachers who teach Mathematics, in the Elementary School, enrolled in a discipline of a Master's course in Education at a public university in the state of Bahia. For the purpose of this article, the discussion focused on a fundamental concept for the study of Algebra: the symbol. Data were produced in two environments (AVA REPARE and classroom) and consisted of: forums, discussion in the elaboration of problem situations and expositions of situations. The results point to the reflections carried out by the course-teachers, which led to a (trans)formation in their pedagogical practices. The interactivity of AVA REPARE provided a plurality of data, exchanges of experiences and rich information among the course-professors. Also, the study shows that the course carried out proved to be a rich and innovative model for in-service training of teachers who work at this level of education.

Keywords

• early algebra
• símbolo
• formação continuada de professores
• intervenção de ensino
• ensino híbrido