Estratégias docentes para o ensino de matemática em turmas heterogêneas

Abstract

The present study aimed in general at analyzing the teaching strategies for allowing for mathematical learning in heterogeneous classes of the final years of elementary education. In order to select the teacher that fitted at the desired parameters, we applied a questionnaire sent by e-mail for almost three hundred mathematics teachers of the 3rd cycle of Municipal Education System of Belo Horizonte, Minas Gerais, Brazil. After that stage, we applied the same questionnaire, in person, to groups of teachers at that very System, that used to participate meeting for service training promoted by the Municipal Secretary of Education. From a hundred and ten teachers that answered that questionnaire, eight subjects were selected for the interview. The selection criteria considered the fact that these teachers believed it to be possible to develop lessons in very heterogeneous classes in what concerns the learning of mathematics content, and to affirm they worked under that perspective. By identifying, through those subjects reports, practices considered successful, those were investigated. The researches led us to perceive that each one developed a specific plan for his practice and, then, we sought the concept of teacher strategy as a set of planned actions, consciously, intending to equate specific learning situations. The interviews were recorded in audio, transcribed and by the use of them we carried an analysis of the teacher strategies for teaching mathematics. We also re-elaborated the concept of heterogeneous class, to the extent that the gaps occurred in the level of fundamental mathematics knowledge. Generally speaking, the teacher strategies analyzed at this study presented some of the following characteristics: autonomy in relation to the curricula and in relation to the availability of material resources; intentionality of the actions; search for teacher-student interaction (affectivity); monitoring of the students during longer periods (three years of the cycle); attitude of concern towards human and citizenship formation of the students; positive expectation in relation to the students learning potential; understanding education as a right that has to be grant by the teacher, and valuing of the teacher service training. The results indicated the existence of a range of possibilities and alternatives capable of promoting mathematical knowledge at situations where there is heterogeneity between the learning subjects. We intend with the analysis of the data produced by the research to contribute for a broader reflection on the improvement of mathematics teaching quality, especially that Brazilian public schools.