Organization Mode of Developmental Teaching: the knowledge revealed by Pedagogy academics

Abstract

This study analyses the knowledge of students enrolled in the subject Fundamentals and Methodologies of Mathematics for early years of Elementary School offered in the fourth semester in a University Level Pedagogy Course. The guiding research problem is as follows: What do the manifestations of the Pedagogy academics reveal in relation to knowledge about the way of organizing Developmental Teaching, specifically on the concept of fractions? Thereunto, a Developmental Didactic Experiment was developed during one semester. It took as reference oral and writing impressions on the organization mode of teaching fraction. Initial understandings, the process carried out, and the final stage of seizure were considered. Initially, the students understood empirically the concept of fraction and its teaching. During the development of the Developmental Didactic Experiment, initial understandings were destabilized and gave origin to some elements regarding theoretical knowledge.

Mathematics Education; Developmental Teaching; Davídov; Fraction; Teacher Training