Investigation about the delopment of the deductive process in the formation of Mathematics teachers

• Autor(a) principal: Nasser, Lilian
• Data de Publicação: 2019
• Outros Autores: Caldato, João
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2333
• topic: processo dedutivo; formação de futuros professores; ENADE; deductive process; formation of future teachers; ENADE

This article reports part of a research with the purpose to investigate if the courses of formation of Mathematics teachers prepare the future teachers to explore, in their lessons, activities that promote the development of deductive thinking. The study was motivated by the observation that Mathematics teachers do not worry in developing the ability of argumentation of their pupils and do not value the presented informal justifications. This behavior can be justified by the previous formation of these teachers. Since the undergraduate students did not have the chance to face tasks that demand argumentation or proof in at Basic School, they must have this experience during the course of formation of teachers. However, the results of discursive questions of the ENADE which require deductive reasoning give evidence of a preoccupying performance of future teachers in this issue, since the averages had been very low and the majority of the answers was blank. On some questions, the presented answers were based on arguments of empirical nature, only testing the validity of the affirmation for few examples. The ENADE reports indicate that the students do not find in the undergraduate courses in Mathematics chances to surpass such difficulties.