O ensino da Álgebra na formação do professor de matemática no Centro de Estudos Superiores de Parintins-Universidade do Estado do Amazonas.

Abstract

In order to understand how the teaching of algebra in the formation of the teacher of mathematics in the Center of Higher Studies of Parintins, a qualitative descriptive research was carried out. The data collection was performed through semi-structured interviews with the collaboration of eight graduates of the degree course in mathematics, the Center for the Study of Higher Parintins- University of the State of Amazonas, who have already studied the discipline of algebra and a teacher who has already taught the discipline of algebra. The analysis of the data was performed through the categorization process of the interviews in which they were arranged in the following categories: algebra in the teacher training of mathematics, algebra in the view of the math graduates and theoretical and methodological subsidies for the teaching of algebra. From the speeches of the research subjects, we identified that the licenciandos are concerned with their algebraic and pedagogical formation due to the dissociation of the teaching of the school algebra to the academic one. Moreover, they point out their perceptions about algebra and theoretical and methodological subsidies that may allow and enable the teaching of algebraic contents at different levels of Education.