12th International Congress on Mathematical Education
Program Name XX-YY-zz (pp. abcde-fghij)
8 July – 15 July, 2012, COEX, Seoul, Korea (This part is for LOC use only. Please do not change this part.)
INTEGRATED TEACHING OF MATHEMATICS: A STUDY
CARRIED OUT AT A PARTICIPANT SCHOOL OF
PIBID-UNIMONTES
Maria Rachel Alves, Mauricio Soares Barbosa, Fernanda Alves Maia,
Maria Tereza Carvalho Almeida, Silvana Diamantino França
Universidade Estadual de Montes Claros.
[email protected]; [email protected]; [email protected]
[email protected]; [email protected]
Geometry is an important area of Mathematics, however, there is no agreement on the selection and
organisation of content (SADOO et. Al 2004). One way to alleviate this deficiency is to work with
integrated Mathematics. To do this one must identify connection points between the fields of
mathematics (LORENZATO, 2006). This survey was applied to students in the 9th year of
elementary education at a public school, participating in the Programa Institucional de Bolsa de
Iniciação
à
Docência
da
Unimontes/PIBID
(Institutional
Program
for
New
Teachers of Unimontes) in Montes Claros, Brazil. The study aimed to diagnose the students’
ability to
integrate Algebra
with
Geometry and Arithmetic.
We
used hypothetical-deductive research, which consists of three points: to detect a problem in
the study environment; to conjecture hypotheses to explain this problem and to certificate which of
these hypotheses were validated. We believed that students could not associate these
contents because of the lack of training for teachers. The researchers developed a diagnostic
evaluation with three open questions with different levels of complexity. First, this evaluation
was applied to the class teacher and then to the students individually, without them being able to the
right to consult a book, and they had 50 minutes to answers the questions. Of the 55 students in
the 9th grade of elementary school, 46 were included in this study, i.e. 83.63% of the students.
An analysis of textbooks used by the researchers was also carried out. This study revealed that
teachers and students have many difficulties in integrating Geometry with Algebra and
Arithmetic in various situations. A deficiency was also identified in the textbook, since the
author failed to stimulate teacher and students to be able to work Geometry. We believe that
most students and teachers at elementary level have the same difficulties faced by the participants of
this study. Therefore, further studies with a larger number of participants with other state and
private schools would be necessary.
References
SADOO et. Al (2004). A geometria no ensino fundamental: reflexões sobre uma
experiência de formação envolvendo professores e alunos. Pontifícia Universidade
Católica de São Paulo Programa de Estudos Pós-Graduados em Educação Matemática.
LORENZATO, S(2006) . Para aprender matemática. – Campinas, SP: Autores Associados.
(Coleção Formação de professores)
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