Conhecimentos de professores de Matemática acerca da resolução de Problemas de Contagem no Ensino Fundamental

Abstract

This paper deals with some knowledge necessary for teacher to teach counting problems to students elementary school with the purpose of allowing the development of logical thinking of students are made while the construction and exploration of representations: graphic and not, without the use of formulas.It is part of a research that involves the continuous training of 20 teachers of state schools, presenting results of experiments experienced by the group in reflections and discussions related to the topic of teaching practice. On theoretical grounds, for the domain knowledge of the teacher consider the categories established by Shulman (1986) as the content knowledge, pedagogical and curriculum, said the formation of reflective teachers we use us ideas defended by Zeichner (1993).