Comunidade de prática e aprendizagem matemática no 1º ano do ensino fundamental

Abstract

This qualitative research aims to identify how members of a community of practice collaborate in learning math with each other. Therefore, a case study was conducted with a first year class of the elementary school in a public school in “São Lourenço do Sul” in 2018. The central question is: can a classroom of the early be characterized as a community of practice in which members collaborate in mathematical learning with each other? The data collection process sought to highlight the classroom as a community of practice through the analysis of activities binded to mathematics learning related to the daily use of money. The data collection instruments were: photos and videos of some activities, audios of conversations about the proposed content and written records of the students. The main theoretical contributions are those related to the social theory of situated learning in a community of practice, whose authors are Ettiene Wenger and Jean Lave, who indicates learning as a social practice of interaction. The pedagogical practice oriented by the social practice of the use of money (market) allowed the learning of everyday mathematical knowledge and the characterization of the classroom as a community of practice in which students and teacher collaborate in learning mathematics with each other.