The math learning and the use and reflections of manipulable materials in a teaching activity

Abstract

This article is part of an episode that comprises data from and a master's thesis entitled “The learning of mathematics in elementary school: a study with a 2nd year class”, defended in 2014 at UEL – Universidade Estadual de Londrina, and focuses the development of a teaching math activity in group of the Fundamental Teaching second grade in a public school of São Paulo State interior and was has for objective understand the learning of mathematics and the process of pedagogical mediation at appropriation of the concepts intended in a proposed activity, taking into account the use and reflections of manipulable materials to support the activity. For work, we´re anchored in the theoretical cultural history psychology. As methodological contribution, the search took as reference the microgenetic that has as its characteristic the oriented exam to the functioning of the focal subjects, the intersubjective relations and the social conditions of the situation, resulting in a detailed report of the events. To data colletion did the use of observations, video recordings and notes in a field daily, to posterior data transition. The data were analyzed based in the enunciative discursive approach proposed by Volochinov. As a result we stands out that the presence of manipulable materials doesn´t produce, by day only, the students teaching. It does necessary role awareness of this material in teaching process, so that your presence are articulated to activity mental intended, associated with appropriation course of math concepts by students.