THE DIVISION LEARNING ON TEACHER TRAINING

Abstract

This study aims to understand how the retrieval of the learning trajectory in early math division, through memory records, combined with the process of rebuilding this concept by reporting exploratory and probing activities, can support the problematization of the training process for future early years teachers. Three sources of written reports were used in data collection: by the researcher professor, by each student in individual work, and by the group of students in collaborative work. Classroom practices were focused on the four fundamental arithmetic operations. The intention was to build a conceptual basis on such operations. For this purpose, considerations on math division were raised for the resignification of it, as well as the paths used by students to solve division and to produce teaching knowledge. The analysis indicates that the paths supported the resignification of math concepts and the construction of pedagogical perspectives for teaching Mathematics in the early years. The need of defamiliarization of common-sense calculation was realized from such paths, which helped students to realize that traditional algorithms are just one of the possible ways to perform fundamental arithmetic operations. It was possible to conclude that the chosen training strategies supported the building of teaching knowledge, the understanding of different math division paths, and the notion that an arithmetic calculation doesn’t necessarily repeat procedures. It is necessary to understand that it is possible to use diverse resources to perform an arithmetic operation, sometimes different from those traditionally developed within the school.

Key words: Mathematics education; Division; Teacher Training.