RESOURCES FOR THE MATHEMATICS TEACHING PROCESS

A STUDY WITH TEACHERS WHO TEACH MATHEMATICS IN BASIC EDUCATION

Abstract

 This research analyzed how teachers who teach Mathematics understand the idea of resources to plan classes, develop and explore mathematical content in the classroom environment. To support this investigative method, Adler's discussion was adopted, which categorizes resources into three types (Material, Human and Cultural). Fifteen teachers participated in this research who teach the subject of Mathematics in Basic Education. The instrument proposed to collect the results was an electronic form with four questions all about resources. The first question aimed to verify which types of resources are known to teachers. The second question proposed to identify which subtypes of resources teachers consider useful for the process of teaching mathematical content. The third question was intended to identify the teachers' understanding of how the process of integrating resources occurs in the classroom environment. The fourth question was designed to understand the importance that teachers attach to resources. Priori analysis were performed for all these questions, highlighting possible correct answers and errors that could be mobilized by the teachers who teach Mathematics when answering them. The results were categorized and analyzed from the resource perspective proposed by Adler. It was found as a result that the participants showed a relevant performance on the notion of resource and how to use them in the classroom environment, but there was also a need to deepen the types and subtypes of resources with these professionals. These results enhance how interesting it is that the teacher who teaches the subject of Mathematics conceives the perception that regardless of the type or subtype of resource used in the school environment, it is the pedagogical actions that allow the material to assign meaning to the explored content, so it is essential to exist planning to integrate resource in the classroom.