Propostas com materiais manipulativos e jogos para o ensino da matemática na perspectiva inclusiva: um estudo com foco nos conhecimentos de futuros professores

Abstract

It is understood that providing the future Mathematics teacher with opportunities to reflect on pedagogical actions with Manipulative Materials and Games for inclusive education is a significant training practice. Thus, guided by the study of the Knowledge Base for Teaching, proposed by Shulman (1987), and the Mathematics Teacher's Specialized Knowledge (MTSK) model, developed by Carrillo et al. (2013) and Montes et al. (2014), this research sought to investigate and understand the knowledge mobilized by future teachers when developing proposals for activities based on the use of Manipulative Materials and Games for teaching Mathematics in an inclusive perspective. With a qualitative approach, this investigation is characterized as a training-research by enabling the researcher teacher to produce meanings and meanings for their own training. With the field phase of the research carried out in a subject of the Mathematics degree course, with a focus on Practice as a Curriculum Component, we sought to answer the following question: What knowledge is mobilized by future Mathematics teachers when developing proposals for activities based on the use of manipulative materials and games for teaching the discipline in an inclusive perspective? From the development of seminars by the undergraduates, in the analytical process of this investigation, we sought to identify in the speeches and productions of future teachers evidence of teaching knowledge, based on the Knowledge Base for Teaching and the MTSK model. Even with the limitations of the remote teaching format, imposed by the Covid-19 pandemic, the results were positive, indicating the mobilization of Mathematical Knowledge related to the Topics and Structure of the discipline, as well as Pedagogical Content Knowledge (PCK) about Teaching, the Characteristics and Parameters for learning Mathematics. In this sense, it is worth emphasizing the greater recurrence of knowledge related to the PCK subdomains, of which the Mathematics Teaching Knowledge (KMT) is highlighted as the one mobilized in greater number, in all the analyzed proposals. Mostly, the KMT evidence referred to the possibilities that can emerge from the use of Manipulative Materials and Games, in teaching actions of Mathematics in the Inclusive perspective. From the categories of Knowledge of Educational Contexts and Knowledge of the Purposes and Purposes of Education and its historical basis, knowledge was mobilized about the school reality and the importance of training processes for the exercise of teaching in inclusive contexts. Therefore, the results suggest the formative actions of this research as significant alternatives to professional teacher development, by providing the mobilization and articulation of disciplinary and pedagogical knowledge, based on the inclusive teaching of Mathematics.