¿Cómo atienden, interpretan y deciden futuras maestras al interactuar con el pensamiento algebraico de niñas? El caso de las igualdades numéricas

Eder Pinto; Juan Luis Piñeiro; Camila Cortés; María Victoria Martínez-Videla

doi:10.30827/pna.v18i5.29823

Autores

Eder Pinto Universidad de O’Higgins, Chile https://orcid.org/0000-0003-1911-4158
Juan Luis Piñeiro Universidad Metropolitana de Ciencias de la Educación https://orcid.org/0000-0002-9616-3925
Camila Cortés Grupo SM
María Victoria Martínez-Videla Universidad de O’Higgins, Chile

DOI:

https://doi.org/10.30827/pna.v18i5.29823

Palavras-chave:

Pensamento algébrico, Noticing, MTSK, Curso baseado em análise de vídeos, Futuras professoras

Resumo

Nesta pesquisa, exploramos como um grupo de 21 futuras professoras do ensino fundamental atende, interpreta e decide com base no pensamento algébrico evidenciado por meninas ao resolver igualdades numéricas. Adotamos as perspectivas conceituais do Noticing e do MTSK para aprofundar o conhecimento profissional das participantes. As futuras professoras participaram de um curso sobre ensino e aprendizagem de álgebra escolar, que seguiu uma metodologia de análise de vídeos. Os principais resultados mostram que as participantes consideram os elementos algébricos envolvidos na situação, embora o uso de evidências seja limitado. Além disso, destacamos a mobilização de diversos conhecimentos matemáticos para o ensino da álgebra escolar.

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