Conhecimentos didático-matemáticos mobilizados por professores durante a aula de matemática

Source abstract

This study analyzed the knowledge of the mathematical and didactic dimensions of Didactic-Mathematical Knowledge (DMK) mobilized by teachers during mathematics lessons in the early years of primary education. Its objective was to analyze the didactic-mathematical knowledge that teachers mobilize during mathematics lessons in 4th and 5th grade classes of primary school. The qualitative research, conducted in two municipal schools in Januária (MG), Brazil, involved four teachers who were observed in three 5th grade classes and one 4th grade class, for a total of 16 hours of instruction. The mathematical topics covered included Place value in the decimal number system, graphs and tables, and mass measurement. The results showed that teachers predominantly mobilized common knowledge within the mathematical dimension, demonstrating a basic conceptual understanding, but faced challenges in articulating broader knowledge and using pedagogical practices that promoted deeper understanding. Within the pedagogical dimension, the mobilization of the following categories was observed Epistemic (knowledge about the nature and structure of mathematics), Cognitive (analysis of students' performance and conceptions), Affective (attention to emotional and motivational factors), Interactional (organization of didactic interactions), Mediation (use of teaching resources to facilitate understanding), and Ecological (alignment with curriculum and socio-cultural factors).However, limitations were identified in diversifying representational registers, contextualizing content, and using active methodologies. The study emphasizes the need for initial and continuing professional development that integrates the mathematical and didactic dimensions of DMK, as well as innovative methodologies that promote meaningful and contextualized teaching.