A integração da matemática com a língua portuguesa em contextos escolares: uma proposta de sequência didática para o ensino fundamental I

Abstract

The adoption of reading and writing practices that is involving mathematical concepts may constitute as a determinant factor to scholar success of student. More than this, during the schooling process, the integration of linguistic practices with Mathematics can contribute to reader training and freelance text producer, critical, reflexive, able to articular the mathematical statements to the meaning production socialy situated. The main goal of this work is to investigate the contribution of integration between mother tongue and mathematical teaching to the student training of Elementary School I, as subject able to mobilize the mathematical concepts in situation of verbal interacto. So I use the linguistic categories of didactic sequences, written by Dolz, Noverraz and Schneuwly (2004), integrated by textual genres: graphics, tabs and ticket. The specifc mains of this search, is done in a class of 5ºth grade in a public school in Jataí-Goiás. The first main is to identify the predominant language conception to the mathematic teaching at the researched school. The second is to analyse the treatment is given to integration between mother tongue and mathematic in the observed teaching practice. The third is to develope and to apply interdisciplinary didactic sequence, based on the articulation of syntactic and semantic aspects of the mathematical teaching. (Gomes-Granell 1977). The last is to analyse the possible contribution of didactic sequence to the students training as the reader of mathematical statements and like text producer of this statements, besides of the categories of theorical and metodologic didactic sequence, this search is adopted like main theorical methods, to the interacionista of Lev Vygotsky (1998) about the language human development, the concept of genre developed by Bakhtin (2011) , the ideas about the relationship between Mother Tongue and Mathematic Teaching, is gone by Aplicated Mathematical and the theses of Gomes- Granell (1977);about the articulation of the sintatic and semantic aspects of Mathematical Teaching. This work treats of qualitative search to the kind pedagogical interventation. As the tool of collect and data analyses, this work is based on the direct observation on the classroom and on application of didatic sequence in the Elementary School I.