MOBILIZING MATHEMATICAL KNOWLEDGE FOR THE FRACTIONS TEACHING WITH TEACHERS IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This study aimed to identify, describe and characterize mathematical knowledge for teaching fractions, that emerged in a discussion about elementary school students' responses to questions posed to them in real elementary school classrooms. In the context of continuing education, we invited 18 elementary school teachers to reflect on the answers given by elementary school students to problems involving introductory notions related to the fraction concept. The theoretical framework that supports the study was the model (Mathematical Knowledge for Teaching) developed by Ball and her collaborators. From the transcripts of the recordings of the meetings, the records produced by the participants, and the researcher's field diary, we were able to gather data on mathematical knowledge for teaching fractions that emerged in discussions on the subject with the participating teachers. The results show that these discussions favored the mobilization of different categories of mathematical knowledge for teaching fractions, such as: how to quantify a part of a whole (relating drawing and symbol); how to compare fractions in the case of part-whole interpretation; how to add and subtract fractions; some of the most common mistakes usually made by students, among others. Studies like this also contribute to understanding professional learning processes, especially those regarding the development of mathematical knowledge for teaching.

Keywords

• educação matemática
• conhecimento matemático para o ensino
• ensino de frações
• ensino fundamental.