Educação paraguaia e os conhecimentos especializados do professor que ensina matemática: compreensões emergentes do currículo prescrito ao manual didático do quarto ano

Abstract

When considering our country and its border regions with Paraguay and the influences of one country on another in the educational sphere, it is necessary to have knowledge about the educational development of Paraguay, since it is observed that there is a lack of research on this theme. This master's research carried out in the Graduate Program in Science and Mathematics Teaching, is a qualitative of the type Documentary investigation defined by Phillips, we elaborate the structure organizing it in multipaper format composed of three articles, which allow usto develop specific discussions, which aim to answer the question of how the prescribed Paraguayan curricula are presented and verify what evidence of the specialized knowledge of the teacher of Mathematics emerge from the textbook of the 4th year of basic education. In the first article, we conducted a study on Paraguayan education, its education system and the prescribed curriculum in force. The second and third articles are a methodological study of documentary research based on Ludke and André, in article two we analyze which specialized knowledge of the teacher emerges in the geometry unit and in article three we analyze which specialized knowledge to teach arithmetic is present in the didactic manual. We analyzed the didactic manual of the Ñepytyvõ Rekávodo 4th grade collection, using as a theoretical lens the Carrillo model, Mathematics Teacher's Specialised Knowledge (MTSK), to which weverified and classified in its six subdomains the teacher's specialized knowledge that emerges from the didactic manual in the units of geometry and arithmetic. In conclusion to the analyses, we observed the need for the teacher to have mastery and understand the specific representations of each mathematical content combined with the ability to transmit them in a clear and accessible way, because at some moments in the didactic manual the approach to the content is made in a way that induces error, for not having had a complete explanation and even exercises where the resolution is presented incorrectly or with a double answer.