<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2019000401638</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.19.063.ao04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de conceitos matemáticos em uma turma de 1º ano do ensino fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Formation of mathematical concepts in a first-year class of elementary school]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación de conceptos matemáticos en una turma del 1º grado de la enseñanza fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yaegashi]]></surname>
<given-names><![CDATA[Solange Franci Raimundo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz]]></surname>
<given-names><![CDATA[Nathália Fafarão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[gasparin]]></surname>
<given-names><![CDATA[João luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>19</volume>
<numero>63</numero>
<fpage>1638</fpage>
<lpage>1663</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2019000401638&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2019000401638&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2019000401638&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste estudo temos como objetivo analisar o processo de apropriação de conceitos matemáticos a fim de compreender como ocorre seu aprendizado em uma turma de 1º ano do ensino fundamental. Buscamos responder à seguinte inquietação: como ocorre a mediação pedagógica durante o processo de ensino e aprendizagem da Matemática? Para tanto, analisamos um episódio no qual ocorreu a tentativa de ensino da sequência numérica e o traçado dos números. Participaram da pesquisa uma professora e 22 alunos, matriculados no 1º ano do ensino fundamental, em uma escola da rede privada de uma cidade do norte do Paraná. O estudo caracteriza-se como qualitativo, descritivo e interpretativo, inspirado na abordagem microgenética. Para a coleta de dados utilizamos a observação in loco, a videogravação das aulas e a anotação em diário de campo. Como suporte teórico-metodológico foiutilizadaa teoria histórico-cultural proposta por Vygotsky e Luria, bem como as reflexões sobre a linguagem elaboradas por Bakhtin e Volóchinov. O resultado da observação dinâmica de uma sala de aula nosmostrou o quanto são valiosas as práticas educativas de qualidade para a construção de conceitos, contudo nem sempre os professores estão preparados para realizar as mediações pedagógicas necessárias, visto que o ensino desvinculado da realidade dos alunos não colabora para a formação dos conceitos matemáticos. Nesse sentido, consideramos necessário um maior investimento na formação continuada dos professores a fim de que suas ações possam ser significativas e possibilitem o desenvolvimento das funções psicológicas superiores dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En ese estudio tenemos por objetivo investigar el proceso de apropiación de conceptos matemáticos con el fin de comprender cómo ocurre su aprendizaje en una turma de 1er año de la Enseñanza Fundamental. Buscamos responder a la siguiente cuestión: ¿cómo ocurre la mediación pedagógica durante el proceso de enseñanza y aprendizaje de Matemáticas?Para tanto, analizamos un episodio en el cual ha ocurrido la tentativa de enseñanza de la secuencia numérica y el trazado de los números. Participaron de la investigación una profesora y 22 alumnos, matriculados en el1er año de la enseñanza fundamental, en una escuela de la red privada de una ciudad del norte de Paraná. La investigación se caracteriza como cualitativa, descriptiva e interpretativa, inspirada en el abordaje micro genético. Para la recolección de datos utilizamos la observación in loco, vídeo grabación de las clases y los apuntes en el diario de campo. Como soporte teórico metodológico utilizamos la teoría histórico cultural propuesta por Vygotsky y Luria, así como las reflexiones sobre el lenguaje elaborados por Bakhtin y Volóchinov. El resultado de la observación dinámica de un aula de clases nos ha demostrado cuan valerosas son las prácticas educativas de cualidades para la construcción de conceptos, con todo, ni siempre el profesorado está preparado para realizar las mediaciones pedagógicas necesarias, haya vista que la enseñanza desvinculada de la realidad de los alumnos no colabora para la formación de los conceptos matemáticos. En ese sentido, consideramos necesario un mayor investimento en la formación continuada de los profesores a fin de que sus acciones puedan ser significativas y posibiliten o desarrollo das funciones psicológicas superiores de los alumnos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino e aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Mediação Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Teaching and learning]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Mediation]]></kwd>
<kwd lng="en"><![CDATA[Teacher formation]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Mediación Pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
