Geometria e Medidas nos Anos Iniciais e na Formação Continuada: design e execução de um curso online

Abstract

Mathematics training and continuing education of elementary school teachers is a fertile field that has been little analyzed in online contexts. This article is part of a thesis that seeks to meet the demands of continuing education in mathematics for these educators. The aim here is to illustrate part of the process of design and implementation, from the perspective of research-training, of a 60-hour extension course focusing on geometry. The course was held in the post-COVID-19 pandemic period, with teachers working in the early years of elementary school. The didactic design emphasized constructions and manipulations of geometric objects with analysis of their characteristics and enhanced interaction among participants. Data were produced through records of tasks performed synchronously and asynchronously in a Facebook group, field diaries, and audio and video recordings. Aspects that indicated the development of professional knowledge were analyzed in conceptual discussions about geometric scope. The educators reflected individually and collectively through knowledge derived from their personal experience and other elaborations inherent to their profession. The development of geometric knowledge on the formative dynamics, the proposed activities and aspects of geometry and measurements stands out.