Tabuada nas Práticas Pedagógicas de Professores que Ensinam Matemática nos Anos Iniciais do Ensino Fundamental

Abstract

In this article, we present the results of a research that aimed to investigate the pedagogical practices explained by teachers who teach Mathematics in the early years of Elementary School in relation to the use of multiplication tables in the classroom. The research was conducted through a qualitative approach in the Research-Training modality, using an online extension course as an environment for data production. 128 teachers who teach Mathematics in the initial years of Elementary School from 15 Brazilian states participated, who answered a questionnaire administered via Google Forms. Data analysis was carried out using Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which allowed us to create the following recording units: (i) Memorization of multiplication tables by students (ii) Understanding of operations fundamental; (iii) Production of meanings for the multiplication table and (iv) Breaking with Traditional Teaching. The interpretative analysis was carried out through a dialogical movement between the data and specialized literature that allowed us to understand how teachers who teach Mathematics in the initial years approach and use the multiplication tables in their pedagogical practices in the classroom. The results allow us to infer that traditional methods such as: memorization, emphasis on memorization and competitions involving multiplication tables, are still rooted in the pedagogical practices of teachers who teach mathematics. Despite this, we observed a growing movement of teachers seeking to improve their training processes to diversify current pedagogical practices, thus providing a break with traditional teaching, and valuing students' understanding and production of meanings of the multiplication table.