A Transposição didática nos livros didáticos do 1º ano do ensino fundamental: Contribuições para a formação de professores que ensinam matemática

Abstract

This dissertation was conducted within the Postgraduate Program in Education at the Federal University of Uberlândia, under the auspices of the Science and Mathematics Education Project. The central research problem investigated was: What are the contributions of the pedagogical transposition expressed through games found in pedagogical materials for the first year of elementary school to the development of skills and competencies in teacher education? The primary objective was to analyze the contributions of the pedagogical transposition present in the games proposed by the pedagogical material for the training of educators who teach mathematics in the early years. To this end, the research adopted a comparative methodology, conducting a systematic comparative analysis of three textbooks approved by the Programa Nacional do Livro Didático (PNLD - National Textbook Program) for the first year. The results demonstrate a comprehension of the mechanisms of pedagogical transposition as manifested through games and underscore their significant contribution to teacher education. This contribution emphasizes the importance of assessing and building upon students' prior knowledge and amplifying the possibilities for meaningful learning. In conclusion, the pedagogical transposition, as operationalized in pedagogical materials, is presented as a highly relevant construct, with substantial implications for both teacher professional development and student learning outcomes.