Resumo

MARTARELLI, Luzia da Costa Tonon  e  SILVA, Ulisses Dias da. Understanding Basic Education Teacher’s Validation Criteria for Combinatory Problems. Ensino em Re-Vista [online]. 2020, vol.27, n.spe, pp.1542-1564.  Epub 29-Jun-2023. ISSN 1983-1730.  https://doi.org/10.14393/er-v27nea2020-16.

This article analyses teachers’ beliefs about validation of different solutions of a combinatory problem. Justifications of this research includes: (i) combinatory problems can have multiple solutions, with different ways of thinking; (ii) teachers valorize standardized solutions, many times invalidating right answers not compatible with these standards and (iii) understanding teachers’ beliefs and conceptions can help to stablish formation strategies to recognize and valorize to non-standardized thinking. There were made four semi structured interviews with four pre-selected participants. Interviews were analyzed with Content Analysis method and, by successive categorization, three instances about combinatorics teaching were identified: synthesizing instance, dialogic instance and contradictory instance. We conclude that different teachers’ instances about validation of solutions expresses in different conceptions of combinatory teaching, with implications on the way mathematics is taught and evaluated.

Palavras-chave : Teachers’ Education; Combinatory; Teachers’ Conceptions and Beliefs; Analyzing problems’ solution.

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