Significant learning of the concept of polygon and the decision-makings of a mathematics teacher

Abstract

The objective of this work is to analyze the decisions of a mathematics teacher in the process of elaborating and applying a didactic sequence that aimed at learning the concept of polygon. The work was developed within the scope of Professional Master in Science and Mathematics Teaching of the Programa de Pós Graduação de Ensino de Ciências e Matemática (PPGECM) - Universidade Federal de Uberlândia (UFU) and it was directed to students of the sixth year of elementary school. The classes were recorded in audio and video, and printed sheets with students registration were used. Four decisionmakings were listed, and they were related to: (a) elaboration of learning material (textbook or proper materials); (b) teaching strategy (verbal reception or discovering); (c) promotion of dialogues (formal or informal definitions) and (d) conduction of learning posture (meaningful or mechanical), with David Ausubel - s Meaningful Learning Theory as a basis. The qualitative and explanatory analysis, within the scope of the so called teacher research, showed that the teacher decided to build a potentially significant material; to direct learning through verbal reception; to promote dialogues that rescued the own words of the students, but encouraging formal definitions; and to lead the class in a way that encourages a posture of accountability for meaningful learning.