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Integrando matemática, educação, comunicação, TIC e ciência cognitiva, este artigo é resultado de um projeto de pesquisa em Educação Matemática que, através de estudos empíricos, tem como objetivo analisar situações cognitivas e condições pedagógicas que favoreçam a aprendizagem em ambientes virtuais. O enquadramento teórico da investigação é baseado em estudos sobre aprendizagem matemática que combinam a comunicação e o pensamento, bem como as interações e as interlocuções. Aqui analisamos reflexões on-line entre os professores de Matemática dentro de um ambiente chamado Virtual Math Teams (VMT), colaborando para resolver um problema de geometria do táxi. Ilustramos diferentes tipos de interlocução (informativa, negociativa, avaliativa e interpretativa), bem como domínios de conhecimentos (epistemologia, didática e mediação) identificados com o conhecimento profissional dos professores. Nossos resultados indicam que interlocuções interpretativas e negociativas têm maior potencial para aprimorar o pensamento matemá- tico dos interlocutores. O estudo também destaca que, por meio da identificação e da análise de propriedades de interlocução, os pesquisadores podem obter insights sobre o conhecimento profissional dos professores.
Abstract
Integrating mathematics, education, communication, ICT, and cognitive science, this study is the result of a research program in mathematics education that aims to analyze cognitive situations and pedagogic conditions, through empirical studies, that favor learning in virtual environments. The theoretical framework of the investigation is based on studies of mathematics learning that combine communication and thought as well as interactions and interlocutions. In this article, we analyze interactions among mathematics teachers who interact online within an environment, called Virtual Math Teams (VMT), collaborating to solve a problem in taxicab geometry. We illustrate different types of interlocution (evaluative, informative, interpretative, negotiatory) as well as knowledge domains (epistemology, didactics, and mediation) identified by the teachers’ professional knowledge. Our results indicate that interpretative and negotiatory interlocutions have greater potential to enhance interlocutors’ mathematical thinking. Our study also highlights that by identifying and analyzing interlocution properties, researchers can obtain insights into the teachers’ professional knowledge.
Key words Virtual environment. VMT. Teachers’ interaction. Mathematical reasoning. Taxicab geometry
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