Using Concept Cartoons to investigate future primary school teachers’ pedagogical content knowledge on addition

Libuše  Samková

doi:10.48489/quadrante.23011

Autores

Libuše Samková University of South Bohemia in České Budějovice, República Checa https://orcid.org/0000-0003-0671-1340

DOI:

https://doi.org/10.48489/quadrante.23011

Palavras-chave:

cartoons concetuais, futuros professores, educação matemática, conhecimento pedagógico do conteúdo, ideias erróneas dos alunos, algoritmo escrito da adição

Resumo

Este artigo apresenta um estudo qualitativo empírico de natureza exploratória conduzido com dois grupos diferentes de futuros professores do 1.º ciclo (antes vs. após a frequência de uma unidade curricular em didática da matemática). O estudo faz uso de uma ferramenta educacional chamada cartoons concetuais, acompanhada por um conjunto de seis questões orientadoras como meio de recolha de dados sobre o conhecimento pedagógico do conteúdo (PCK) em matemática. Em particular, o estudo foca-se nas respostas escritas dos futuros professores em face das opiniões de alunos virtuais, numa situação virtual de sala de aula relacionada com o algoritmo escrito da adição de números naturais. Os resultados revelam dez categorias diferentes de evidências do PCK relacionadas com o conhecimento dos alunos (três categorias), conhecimento das tarefas (uma categoria) e conhecimento instrucional (seis categorias), algumas relacionadas com um PCK forte, outras com um fraco PCK. De acordo com os resultados, todas as categorias relacionadas com o conhecimento dos alunos emergem apenas no grupo pós-didática, todas as categorias que surgem apenas no grupo pré-didática estão relacionadas com um fraco PCK, e todas as categorias que surgem apenas no grupo pós-didática se relacionam com um forte PCK.

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