ABS053 - Conceptual elaboration in geometry: the classroom as a community of learning
Paper in a Working Group Roundtable (WGRT)
1:30 PM, Thursday 31 Aug 2017 (1 hour)
Convention Center - 2000 A - Table E
This paper is the result of a collaborative research project that has as its focus the process of conceptual elaboration in geometry. The research was performed in a third-grade classroom (students 8-9 years old) in a project done in partnership with the classroom teacher. The school is located in the municipality of Bragança Paulista, São Paulo, Brazil. One researcher accompanied the 32 students in the classroom. This research is part of a larger project whose objective is to analyze practices of mathematical literacy and teacher development under the Educational Observatory Program financed by Capes/MEC. The empirical material studied consists of transcriptions of video recordings of the observed classes. The project takes into account the historical-cultural perspective, both with respect to the practice of the teacher, as in the theoretical reference used to analyze the selected episode. Some theoretical concepts are used, such as: the role of the word and the process of conceptual elaboration; mediation and pedagogical intervention in this process; and the role of the other in learning. They are concepts that are enmeshed in the understanding of human development. We assume that the school performs the role of promoting lettering and scientific learning. Under this approach, the role of the teacher is central to the creation of a learning community, both for students and for the teacher who learns how to teach. For this presentation, we selected an episode on the flattened diagramming of a cylinder, part of one of the geometric tasks proposed to students.