SITUATIONS OF SHARED LEARNING: THE CASE OF SCORING BY ASSEMBLY
DOI:
https://doi.org/10.14244/19827199367Abstract
This article presents a Didactic Unit about scoring by assembly developed within a 2nd grade class of Elementary School, in the scope of the Mathematics Club. This is a project that happens through an association among a college study and research group and public schools, in the perspective of Teaching Oriented Activity (Atividade Orientadora de Ensino - AOE) (MOURA, 1996). The objective of the work is to appease considerations about the appropriation of the concept of scoring by assembly within a dynamics that has as the fundamental base the sharing acts. The activity related in this article embraces three moments from AOE – the historical synthesis of the concept – through the guiding and actions that involved the children in the construction of the scoring by assembly concept and in the collective resolution of a problem presented from a dramatization. Among other aspects, it was possible to notice that the sharing of the actions was important for the process so that it could collaborate on the appropriation of the concepts by the students and also for the formation of the teachers and training teachers involved in the process. It is emphasized the importance of teaching situations that are intentionally organized by the teacher to be established as learning problems to allow a general organization of actions, giving a chance to understand concepts.
Key words: Teaching and learning; Education mathematics in the elementary level; Teaching Oriented Activity; Assembly.
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##plugins.generic.dates.published## 2012-05-29