DISTINCT CONCEPTIONS ON LOGIC FROM A GROUP OF HIGH SCHOOL MATH TEACHERS

Abstract

This article presents the outcomes of a qualitative research, like a case study, whose general goal was to understand conceptions concerning Logic from the perspective of a group of high school Math teachers. The subjects of the study comprehended six teachers, working at state and private schools, in the state of Rio Grande do Sul. The data were gathered by means of a semi-structured interview. Their interpretation was performed through DTA – Discourse Text Analysis (Moraes and Galiazzi 2011) and was developed into three stages: (1) disassembly of the texts (or unitarisation), (2) the establishment between the elements (or categorisation) and (3) acquiring of the new result, which is the expression of comprehension. The DTA represents a hermeneutic interpretation of the data and is attached between the contents analysis and the discourse one. It has been proven, for this group of educators, that Logic is the construction of a consistent argumentation with coherent and well-structured thoughts, so as to make possible inferences upon premises, problem situations and reality. Those might be modified in a conscious way, based on reasoning in order to determine their validity or falsity.