Sem mais nem menos em ações de formação continuada: um trabalho de aperfeiçoamento profissional com professores de matemática da educação básica

Abstract

Since 2016, the extension group "Sem mais nem menos" of the Federal University of Alagoas (Ufal) has been developing activities aimed at students and teachers of mathematics in Basic Education, showing the presence of mathematics applied to everyday life. In 2023, the project developed two continuing education actions for mathematics teachers, the 2023 online stage and the face-to-face continuing education course. The 2023 online stage was carried out through lives and web conferences, just like in 2020. The lives presented 04 (four) didactic materials, which are "Ludo game: mathematics in the construction of the board"; "Brasileirão: a study of classifications"; "Tiktok: building an sotype through geometric drawing" and "Learning gains and losses on the financial trail". These didactic materials, when presented in 03 (three) web conferences, showed the teachers the students' gaps in concepts of geometry, numbers and in the handling of the compass, after verifying the items and questions answered by the ents after the presentation of the didactic materials. The second action, the face-to-face training course, was held at the Mathematics Teaching Laboratory (LEMa) at the Institute of Mathematics of the Federal University of Alagoas (IM - Ufal). During the course, there were 04 (four) formative moments, in which the teachers got to know 03 (three) didactic materials that make up the theme "Mathematics in childhood games", entitled: "Pick up sticks: working mathematical operations with colors; "Jumping elastic: playing with geometry" and "Cat's bed: string and geometry". In addition to testing these materials, the teachers developed and applied to their students 02 (two) materials with the same proposal. These applications showed the students' lags in basic operations and probability. The actions showed obstacles and dropouts on the part of the teachers, but the formative moments made it possible to verify the students' gaps and the reflection on the part of the teachers about their pedagogical practices, especially on how to present mathematics closer to the students' reality.