Um processo de pesquisa em colaboração e a formação continuada de professora de matemática a respeito dos erros de seus alunos

Abstract

The student's mistakes are seeing, in a lot of times, like something negative, due only about their personal failure in relation to the learning of certain subject, something totally isolated from its teaching contexts. However, search done in the way of Mathematics Education show to the vision of this errors, like an opportunity to the teacher look into the building process of the student's knowledge. This way the error pass to be seeing like an stage in its knowledge process, as motivation of reflexes about its discipline, position that is absent in the majority of institutions tuition of knowledge and in the pedagogic practice of a lot of teachers like showing in some research as Pinto(2000) and Cury ( 2004). In despite of that, became necessary the chance of aptitudes of the teachers in relation to the treatment of errors in their practice. This change can be the departure's point like an investigate and reflexive teacher's aptitude about its work, looking, with this to promote the student's knowledge. The present search investigated the impact of a collaborative work to the continuous formation of a mathematics teacher, search's partner, in the scope of understanding the errors done by the students and application of activities that collaborate to the student's overrun. The search, of qualitative imprint, was done in a State School in the Municipe of Medianeira -Pr, having as collaborators the students of two groups of fifth grade. The analysis of the datas revealed the influence of the performed work in the promotion of some chances in the teacher's practice in relation to the effective participation of the students during the classes. Although this chances haven't been radical and immediate , was possible to conclude to its occurrence and to the relevant, because, despite of the reluctances of the teacher , little by little, they were each time more presents in the classes. We believe that the realized work has engaged the teacher with the continuity of changes that will contribute to the improvement to the donation of an educational practice that take the student to the central axis.