Dizeres dos professores que ensinam matemática em relação ao planejamento e aos planos de aula

Abstract

This research aims at analyzing comments from Math teachers who teach in the final years of Elementary School regarding planning and lesson plans. The following is questioned: What are the teachers’ perceptions of those who teach Math about planning? How do teachers take lesson plans into consideration? It is a qualitative approach research, in which data was collected through an online questionnaire, answered by nine teachers working at the Dom Pedrito/RS municipal system. Some references which are considered: Haydt (2011), Fabris, Oliveira and Lima (2020), Moretto (2014), Ponte, Quaresma and Mata-Pereira (2015), Menegola and Sant’Anna (2000). Datas was organized in categories and subcategories: “Planning perceptions: Planning as a way/organizer/guideline; Planning in order to identify difficulties, the students’ and class’s specificities; Planning concerning assessment and learning” and “Lesson plan considerations: Organization, suitability and steps; Essential actions; Lesson plan structure and elements”. The analyses show that the teachers find in planning a guideline, some orientation for the development of their classes, indicating that it is through this planning that the students’ needs and difficulties are met, as well as the evaluation of this process. In lesson plans, the teachers consider the sequence of some steps as well as some essential actions in their execution, regardless the model adopted. The teachers’ comments enable concluding that they acknowledge the importance of planning and lesson plans for teaching actions, in the perspective of the students’ math learning.