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The concept of symmetry and the teaching of algebra in secondary school: an alternative proposal of development of the mathematical knowledge for teaching

Grant number: 14/11531-0
Support type:Scholarships abroad - Research
Effective date (Start): February 01, 2015
Effective date (End): May 31, 2015
Field of knowledge:Humanities - Education - Educational Teaching and Learning
Principal researcher:Alessandro Jacques Ribeiro
Grantee:Alessandro Jacques Ribeiro
Host: Arthur B. Powell
Home Institution: Centro de Matemática, Computação e Cognição (CMCC). Universidade Federal do ABC (UFABC). Ministério da Educação (Brasil). Santo André , SP, Brazil
Research place: Rutgers The State University of New Jersey, New Brunswick, United States  

Abstract

This research proposal is part of a larger project that investigates the algebraic knowledge of teachers who teach algebra in basic education, this project funded by CAPES/OBEDUC. In this proposal for a postdoctoral internship aims to investigate the role of the concept of symmetry for the construction of algebraic knowledge developed by mathematics teachers of basic education. Taking as a basis the studies of Ball and her collaborators as well as Mishra and Koehler,our study aims to understand if and how the concept of symmetry can be part of the different types of knowledge required of teachers who will teach algebra in basic education. Different studies conducted in Brazil and abroad, point to the lack of studies that take as an object of research the knowledge of teachers who teach algebra. At the same time, researches who study the performance of the students note that students' procedural and mechanical knowledge is devoiced of meaning. Other researches that analyze the processes of teaching and learning algebra circumscribe the area of knowledge as disconnected from other important areas, like geometry. In this sense, our study intends to inaugurate a research agenda that takes the concept of symmetry as a potential link between algebra and geometry in basic education, highlighting the importance of discussing such issues starting in pre-service teacher education. (AU)

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