O uso de materiais didáticos no ensino da matemática nos anos iniciais: um estudo a partir de práticas no curso normal do Instituto Estadual de Educação Assis Brasil (Pelotas /RS)

Abstract

This research analyzes the use of teaching materials by students of the Normal Course at the State Institute of Education Assis Brasil, a Normal Course school for secondary education and study completion located in Pelotas, in the interior of Rio Grande do Sul The objective of the study was to analyze and discuss the construction and use of concrete and manipulative teaching materials in the Mathematics Didactics discipline of the IEEAB Normal Course, also having as one of the specific objectives to identify the students' understanding of the use of these materials in pre-internship mathematics practices in the early years of elementary school. For the development of the research, an analysis of the use and production of three concrete and manipulable materials (Tangram, Place Value Table and Golden Material) was carried out, constructed in the Mathematics Didactics discipline for use by students, future teachers, in their practices. in the early years of Elementary School, considering that concrete resources are considered a facilitating material for teaching and learning mathematics. To produce the data, questionnaires, conversation circles and the construction of narratives were carried out in order to understand these students' understandings regarding the use and production of teaching materials. The theoretical support of this research includes studies by Lorenzato (2006-2012), Passos (2012), Nacarato (2005-2009), Mengali (2021) Fiorentini (1990), Miorim (1990), among others. Methodologically, it is characterized as qualitative and the data was analyzed through the narratives produced. As main findings, it was found that the students arrive at the course with gaps in relation to learning mathematics, it is believed that these gaps were filled in the process of deepening the contents, carried out in the course, and it was evident that the activities developed with the teaching materials worked on in the research represented powerful alternatives and, therefore, should have greater investment in the initial training of teachers. Knowledge about the origin and construction of the teaching materials used in the research, based on an approach that characterizes the concepts studied, significantly facilitates the development of an effective mathematics teaching-learning process.