Concepções de professores de matemática sobre o planejamento didático

Abstract

The research is guided in a case study based on the information punctuated by means of Yin (2005), with qualitative approach, taken by Minayo et al. (1994) and aims to understand the processes of teaching planning through the conceptions of mathematics teachers in school environments. The subjects collaborating for the results of this research are five teachers from a Bahia municipality inserted in the Identity territory of Piemonte Norte Itapicuru. For this, a semi-structured questionnaire via Google form was used as an instrument of data collection, composed of eleven questions. The understanding of the aspects that address the school planning was based on Haydt (2011), Libâneo (2006), Melo (2004), Santiago and Barboza (2014). It is concluded in the results highlighted by the teachers' answers, that they mention as important the elaboration of the planning development in order to foresee processes such as: methodologies, procedures, activities organization, objectives, evaluation, inserted in the context of the learner, to be transmitted in their mathematics classes. Also, it was identified that they use the following plans in the school where they teach: school, curricular, teaching or didactic, which include course, unit and lesson planning, from the perspective of teaching and learning of mathematical content.