Mastery levels of orientation to compare in the logical thinking of Mathematics teachers when planning teaching situations
logical thinking; mathematical thinking; logical procedure compare; Mathematics teachers
This thesis aims to diagnose the initial levels of mastery of comparison as a logical thinking procedure in mathematics teachers, considering it an essential tool in the process of potential development of the participants, based on the Activity Approach to Psychology. Based on the initial diagnosis, it was possible to identify the actual development of the teachers involved. The formative experience aimed to promote a better understanding of the logical comparison procedure, so that, at the end of the process, the teachers would be able to plan teaching situations independently. The research was conducted with eight mathematics teachers enrolled in the Learning Theory course at the Federal University of Rio Grande do Norte (UFRN). The methodology adopted was the experience of initial formative diagnosis using the following instruments: observation, pedagogical tests I and II, and semi-structured interviews. Data analysis was performed by organizing the responses into tables and protocols, in addition to categorizing the participants' statements in the semi-structured interviews with meaning. The results showed an improvement in the understanding of comparison as a logical thinking procedure, although a difficulty was identified in the sequential use of comparison in relation to the object model.