As formas superiores de conduta e o ensino dos signos para apropriação da subtração na 1ª etapa do ensino fundamental I

Abstract

Mathematics teaching occurs through the use of signs with their meanings and meanings within the conceptual references of established numerical sets and according to the composition, function or representation of quantification, measurement, ordering, valuation and coding. The present research aims to structure a study proposal (short course) for teachers of Elementary School I of the 1st Stage, referring to the teaching of numerals as mediating signs for the appropriation of the meanings of the concept of subtraction, based on the Historical-Cultural Theory and Developmental Teaching. In the development of this work, actions were sought that would provide an understanding of signs, symbols that become signs, that is, random graphic records that have social meaning. It is up to the student to attribute personal meaning and know its use and function within society. For this research, a qualitative bibliographical approach was used, taking into account the theories studied. Therefore, we opted for a propositional study (LAROCCA, ROSSO and SOUZA, 2005) as it aimed at new actions or changes based on something existing, but lacking of overcoming. This type of study also requires the elaboration of actions, proposals, plans, alternatives, as a result of an unencouraging context in which its object is inserted. In this dynamic, the teacher has an important role, which is to assist the student in understanding the senses and meanings attributed historically and culturally to the signs used in mathematics, with the focus of this work being the operation of subtraction. In this way, the teacher will use, through theoretical knowledge, the teaching of numbers as signs for the appropriation of strategies, superior forms of calculation and arithmetic behaviors that help the student apply them in their daily lives. Based on the assumptions of Historical-Cultural Theories, Developmental Teaching and Historical-Critical Pedagogy, this investigation sought support in bibliographic studies to achieve the proposed objective. It was found that the appropriation of numerals as signs, function as mnemonic and representational resources full of senses and meanings, depending primarily on the appropriation of this knowledge by teachers, whether in the initial training of their profession or continued training and finally in teaching actions planned with the purpose of developing the expansion of this knowledge as well as its transmission. This study generated the Educational Product composed of a mini-course proposal with dialogical activities that structure teaching actions for understanding the sign.