Resumo

TANUS, Vera Lúcia F. Aragão  e  DARSIE, Marta M. Pontin. O erro como forma provisória do saber: um tratamento diferenciado no processo ensino-aprendizagem da matemática. R. Educ. Públ. [online]. 2012, vol.21, n.45, pp.169-189. ISSN 2238-2097.

This study aimed at analyzing the error having as support a learning situation focused on the student and the teacher’s points of view. The error is understood as provisory form of knowing. The dialogue is used as methodological strategy to express the correctness. The study is part of a research that investigated the procedure given to the error based on the teachers’ practices and conceptions in the mathematics teaching-learning process. Two schools in Cuiabá, a city in the state of Mato Grosso were studied. The research was carried out with the 1st and 2nd year of 2nd cycle. The results revealed a differentiated teacher’s procedure concerning the error that is dissociated of the binomial right and wrong and used as a didactic resource.

Palavras-chave : Mathematics Teaching; Evaluation and Error.

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