Aprendizagem no VMT-Chat: um estudo de caso focado no raciocínio combinatório de licenciandos de pedagogia

Abstract

The mathematics learning of undergraduates in Pedagogy is the subject of several questions. One concern relates to the content that’s hold be taught to future early childhood educators. I recognize that this concern is relevant and for that reason I want to bring reflections related to initial education strategies that can assist in the development of mathematical thinking of students from pedagogy. Specifically, I investigate possible contributions which the implementation of combinatorial introductory activities in a virtual environment: The VMT-Chat, can bring to the development of mathematical reason inland favor heuristics that emerge from the virtual learning process. Studies focusing on learning in virtual scenarios indicate that the analysis of on line interactions enables the teacher to construct discursive strategies to contribute to the continuity of collaborative debate. The virtual sessions were held in three classes of a Licentiate course in Pedagogy and the analysis has focused on finding aspects of speech which show the development of mathematical reason in grand resolution strategies adopted by the participants. As initial results, I identify two heuristics used by learners in the online resolution of a combinatorial activity: the tree and the list of possibilities. The research also points out that VMT-Chat proved a singular environment for discursive interactions of different nature