MATHEMATICAL COMMUNICATION IN THE TEACHING-LEARNING PROCESS OF MATHEMATICS AT THE PRIMARY EDUCATION TEACHER TRAINING SCHOOL OF HUAMBO – ANGOLA

Abstract

This article presents the results of the practical investigation of doctoral research with the participation of three teachers graduated in Educational Sciences in the area of Mathematics, the research had 110 students of the 10th grade of the Teacher Training School for primary education. The aim of this study is to improve Mathematical Communication (MC) in the Teaching Learning Process in the TLP. This study is qualitative, analytical-descriptive, which evidences a tool with an informative, relational and didactic dimension in order to offer quality learning in Mathematics, through the resolution of exercises and problems that leads to the understanding of the transfer of a natural communication (oral and written) to the symbolic,  from there to the graphic and vice versa. It can be considered that the essence of the eductional, pedagogical and teaching-learning processes are communicative par excellence, which led the first author to investigate mathematical communication (MC), involving pedagogical communication and its antecedents and global perspectives. It is concluded that, in addition to the general conceptions that characterize education in the Republic of Angola, established from the normative documents, considerations about the (MC) are made in the TLP. The didactic strategy contributed to the improvement of the TLP in the school in question.