Perceptions regarding teaching and the meaningful learning of the concept of rational number in teachers initial formation

Abstract

In this paper we present the results and reflections regarding the conceptions expressed by Mathematics teachers in initial formation about the teaching and learning processes, focusing on the meaningful learning of the concept of rational number. This information resulted from a research related to a master tesis, in which we developed workshops to present Ausubel's Theory of Meaningful Learning to a group of undergraduate matimatician students working at PIBID, considering rational numbers in their different representations and distinct meanings. Therefore, this is a qualitative study, of the research-action type, which aimed to investigate, build and possibly transform conceptions about the teaching and learning of Mathematics by teachers in initial training, considering the Theory of Meaningful Learning and its implications for the learning of the concept of rational number. We use questionnaires and conceptual maps to collect the data, wich were analyzed considering, respectively, the Discursive Textual Analysis and the recommendations of Moreira (2010), in addition to some principles of the TAS. The results indicate that it is important to address the refered theory at this stage of teacher's formation, promoting conceptions and contributing to establish mathematical and theoretical knowledge that stimulate teaching practices propitious to the meaningful learning of Mathematics, especially of the concept of rational number.