PEDAGOGUES AND THEIR RELATIONSHIP WITH MATHEMATICIAN KNOWLEDGE

• Autor(a) principal: Cavalaro, Adriana Gentilin
• Data de Publicação: 2023
• Outros Autores: Passos, Marinez Meneghello, Arruda, Sergio de Mello, Santana, Miderson Andrei de Souza
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/172
• topic: Ensino de Matemática; Professor pedagogo; Relação com o saber; Matriz 3x3; Mathematics teaching; Pedagogue teacher; Relationship with knowledge; 3x3 Matrix; Enseñanza de las Matemáticas; Profesor pedagógico; Relación con el conocimiento; Matriz 3x3

In this article, we bring the results of a research that interviewed educational teachers of Elementary School Initial Years about their relationship with mathematician knowledge, as teachers who taught Mathematics in basic education. To analyze what the pedagogues manifested during the interviews, we considered the 3x3 Matrix (also known as Teacher’s Matrix) that was an idealized instrument in order to understand how the teacher was related to the content he teaches, the teaching he practices, and the student’s learning, always assuming these three significant (content, teaching, and learning) in three dimensions: Epistemic, Personal and Social. Having the 9 cells of the Teacher’s Matrix as a priori categories, at the end of the analytical process, it was evident that 3 of them were allocated most of the manifestations: 1B, which “concerns content as a personal object”; 2B, which “concerns teaching as a personal activity”; 2A, which “concerns the epistemic relations that the teacher establishes with the teaching he practices”.