Resumo

YAEGASHI, Solange Franci Raimundo; RUIZ, Nathália Fafarão  e  GASPARIN, João luiz. Formation of mathematical concepts in a first-year class of elementary school. Rev. Diálogo Educ. [online]. 2019, vol.19, n.63, pp.1638-1663.  Epub 30-Jan-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.063.ao04.

In this study, we aim to analyze the process of appropriation of mathematical concepts in order to understand how their learning occurs in a first year class of elementary school. We seek to answer the following concern: how does pedagogical mediation occur during the teaching and learning process of mathematics? Therefore, we analyzed an episode in which the attempt to teach the numerical sequence and the number tracing occurred. A teacher and 22 students of a private school, enrolled in the first year of elementary school in a city in the north of Paraná, participated in the research. This study is characterized as qualitative, descriptive and interpretative, inspired by the microgenetic approach. For the data collection we used in loco observation, the video recording of the classes and the annotation in field diary. As a theoretical-methodological support, we use the historical-cultural theory proposed by Vygotsky and Luria, as well as the reflections on language elaborated by Bakhtin and Volóchinov. The result of the dynamic observation of a classroom showed us how valuable are the quality educational practices for the construction of concepts and yet teachers are not always ready to carry out the necessary pedagogical mediations, since teaching unrelated to students' reality does not contribute to the formation of mathematical concepts. In this sense, we consider necessary a greater investment in the continuous formation of teachers so that their actions can be significant and allow the development of the superior psychological functions of the students.

Palavras-chave : Teaching and learning; Mathematics; Pedagogical Mediation; Teacher formation.

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