Learning in Teacher Education Initial Training: A look at the four basic mathematical operations

Abstract

This article presents an excerpt from a master's research that aims to examine the contributions of workshops that address mathematical content through the Problem Solving methodology and planned under the assumptions of meaningful learning, offered to students in the Pedagogy course. The study follows a qualitative approach, with an interpretative design and applied nature, and was developed in two stages, the first of which sought to recognize the main difficulties of students in the Pedagogy course. And, the second stage sought to overcome these difficulties through the realization of five workshops, developed at a public university in the state of Paraná, in the city of Ponta Grossa, in which nine academics participated. In this way, this article aims to describe and analyze the contributions of one of these workshops that focused on working on the main concepts of the four basic mathematical operations aimed at meaningful learning by the participants. The results show that the workshop brought as a contribution the modification of the participants' initial subunits as a result of the activities developed, thus enabling the progressive differentiation of the concepts and indications of significant derivative subordinate learning. In addition to contributing to the enrichment of future teaching practices involving the Problem Solving methodology.