Crenças, pressupostos e concepções dos professores a respeito do processo de ensino-aprendizagem da aritmética dos inteiros

Abstract

This work deals with the beliefs, assumptions and conceptions of mathematics teachers from the public school system in the city of Corrente, Piauí, with regard to the teaching-learning process of integer arithmetic. The objective is to know the position of these professionals about their concepts acquired in the classroom. This is a qualitative research that included the participation of 5 teachers. Initially, we started from the relationship involving affectivity and teaching the discipline, followed by the study of beliefs of teachers who work with mathematics teaching. There is also an investigation on the arithmetic of integers and how their presentation to students influences learning. Data were collected through the application of a closed questionnaire that reveals the main difficulties faced by teachers in teaching mathematics. It also shows the impasses that students have in learning this discipline, from the perspective of the interviewed teachers. The research results show that teachers see the need to apply integer arithmetic through contextualization and intertextuality, as they are methods that arouse the student's interest as he is able to visualize the application of the studied content