Paridade zero : uma proposta de ensino de matemática

Abstract

This article addresses the beliefs of teachers who teach in the early years of Elementary School in relation to parity of zero and presents a teaching proposal to assist in the development of this mathematical skill. The parity of zero refers to the ability to understand that the number zero is an even number. The research is based on a qualitative bibliographic study, with research carried out in databases such as scielo. Data were analyzed using content analysis, seeking to identify teachers' beliefs and indications about zero parity and their attempts in the teaching-learning process. The results revealed a diversity of beliefs and conceptions among teachers. Some documents provide a clear understanding of zero parity, recognizing that, by definition, zero is an even number. However, other teachers adopted misconceptions, associating zero with the idea of neutrality and not attributing a specific parity to it. Based on the results of the research, a pedagogical intervention was proposed to help in the development of the understanding of zero parity. This proposal involves practical and contextualized activities, in which students can explore the parity of zero in different situations. In addition, the use of teaching strategies such as modeling and problem solving is suggested to deepen students' understanding. It is believed that the article can contribute to the improvement of students' understanding of zero parity, in addition to helping teachers to overcome misconceptions. It is essential to invest in teacher training, providing them with resources and pedagogical strategies that can improve their teaching practices and, consequently, promote more meaningful student learning in mathematics, and more emphatically here, in relation to zero parity