PRACTICES OF TEACHERS OF ELEMENTARY EDUCATION IN SOLVING PROBLEMS OF COUNTING

Abstract

This work is a research involving continuous training of 20 teachers of Mathematics in Primary Education, presenting results after reflections and group discussions about the teaching practice on introducing concepts of combinatorics in Elementary Education, having as priority not to use formulas. The purpose was to redefine practices related to the teaching and learning of these concepts taking advantage of the development of logical thinking to the construction and operation of different representations to obtain quantitative and all the possibilities that cater to the solution of a counting problem. The methodology of Design Experiments according to Cobb et al (2003) guided the intervention phase of our research. In theory, as for the knowledge of the teacher, we considered the categories established by Shulman (1986) as to the specific knowledge, pedagogical and curricular contents, in a study environment of curricular innovations.