Sentido do tema de casa no processo de aprendizagem de matemática

Abstract

This research aims to contribute the widening of the discussion upon homework, a common practice in many schools, although frequently, do not considerate its importance in the educational process. As from the guiding question What is the sense of homework imputed by students in the Mathematics learning process? had as objective analysing the sense of homework imputed by students in the Mathematics learning process. The research‟s methodology consisted in a qualitative approach, which tools used for data collection were interview, textual production, elaboration of a homework proposed by 5th grade students of a primary public school, located in the city of Passo Fundo/RS and the teacher‟s planning of that class. The theoretical basis of is constituted by authors such as Vigotski, Leontiev, Davídov, Brousseau, among others, owing to the detach they have made of the significative aspects of teaching systematized by schools. Theoretically, homework consists in an action of study activity, contributing to the development of both students and educators in the process of teaching and learning. Homework contributes by students, therefore, the construction of resposibility and autonomy relationships with extraclass study activies, interactions with relatives, classmates and teachers. In the same way, it contributes with the widening of mental development levels, since it is planned, oriented, corrected and evaluated by teachers. To the teachers‟ practice, it has shown these following contributions: it helps in the planning of classes and in learning evaluations, reflexions upon the course of the pedagogical practice and it allows to evaluate students in a formative way