Grupo de Estudos na Formação Profissional do Professor: contribuições para a prática pedagógica no ensino de divisão

Abstract

This study investigates how participation in study groups contributes to the development of Teacher Professional Knowledge, focusing on reflection on the teaching of division using manipulatives and on the interpretation and use of students' mistakes as part of the formative process and improvement of pedagogical practices. The research is primarily based on the works of Ball, Thames, and Phelps (2008), Zeichner (1993, 2008), and research discussing issues related to teaching and learning division calculation procedures. Data were collected during group study sessions, involving five teachers and three Pedagogy students, which were recorded and analyzed. The results indicate that study groups strengthen relationships among teachers, promote discussions on teaching and learning, and expand professional knowledge through reflection on practice. In particular, the group found that the use of manipulatives, such as base ten blocks, facilitates the understanding of mathematical concepts and can improve students' performance. It is concluded that the formation of study groups can reshape participants' professional knowledge, contributing to more qualified pedagogical practices.