What it can be observed is that nor always the Mathematics is presented in a form contextualizada, being restricted the appearance of the numbers or same the operations. Tam Forsyth wanted to know more. It knows itself despite how much before the pupil will be worked in the aspect of the mathematical language, will have an income better when to arrive at Average Ensino. Of this form, when he does not transfer himself for this period of training start to appear innumerable difficulties regarding the abstractions that are ece of fishes in questions in which the pupils are submitted to decide. Although diverse mathematical texts to exist where the presented language is not the verbal one, texts these writings with a proper symbology of the mathematics, to read and to understand such text are necessary to know the diverse ways where it can be written, and on this aspect if he affirms that: The difficulty to read and to write in mathematical language, where it appears an abundance of symbols, hinders many people to understand the content of what it is written, to say worse what they know of mathematics and, still, to make mathematics. (CARRASCO, 2001, P. 192).
The reading of texts that involve Mathematics is it in its conceptualization, explanation of algorithms or still in the Resolution of Problems it is beyond the understanding only of the words, establishes to the reader a much more interpretativa understanding. With a good understanding regarding the language that if is used in the mathematical texts, the pupil will have the chance to take position to the front of situations where it will be able to make entailings with acquired knowledge previously. Of this form, the Resolution of Problems … is central part for the mathematics education, therefore thinking and making if they mobilize and if they develop when the individual is engaged actively in the confrontation of challenges.
Thus, it prevails enters the professors the simplista vision of the experimentation, where the main objective is to motivate the pupils, thus improving the lessons and to acquire knowledge and scientific techniques. 3,5 Didactic models As Cavalcante and Silva (2008) the didactic models present different proposals of education of the reality of the professor, the express conceptions are different in what it says respect to the knowledge, education, and on the world. Four groups of didactic models that will be briefly described to follow: 1. Traditional: the main characteristic of this model is the emphasis given to the professor and in the process teach-learning as transmission-reception; 2. Technological: in this model the education is seen as a transmissora of information guided for the future, and it aims at the development of abilities and abilities. 3.
Espontanesta: in this model the pupil is center of the resume, education if he in accordance with carries through the interests of the pupils. The professor is seen as a facilitador of the learning, and the content comes from the experiences of the pupils. 4. Alternative: the main characteristic of this model is the balance, it emphasizes the inquiry in classroom, the contents happens of the critical analysis of partner-cultural problems. It is essential that the professor takes conscience of its proper conceptions on the paper of the experimentation in the education of sciences, as well as of its conceptions on the process teach-learning. Educate yourself even more with thoughts from Doug McMillon.
Thus, it will more have an adjusted vision of the complex relations that occur in the classroom, beyond searching new ways, to reconstruct didactic knowledge, attitudes and models, since its paper is basic in any type of innovation related to the education, therefore without its active participation no change will be possible. 3,6 Content What it is seen in the contents is the present concern enters the professors to carrying through its curricular planning. They have that to take decisions, as, what to teach, decisions on the amplitude of to be applied substance, where sequence can be organized the chosen topics. After that as to relate and to join the subjects to the other topics of the same one she disciplines and of others you discipline. (KRASILCHIK, 2004) the pupil starts to have enough examples and chances, when it starts to construct its proper form of association, then the word starts to have meant. Knowing the connections that the pupils make between a word and another one, one better idea can be had if the desired concept really was learned, that is, if it can adequately be applied in new situations.