Mathematical training of the teacher of the initial years from the brazilian academic research

• Autor(a) principal: Silva, Jaqueline Ferreira
• Data de Publicação: 2018
• Outros Autores: Sicardi Nakayama, Bárbara Cristina Moreira Sicardi
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Educação Matemática (Online)
• Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/152
• topic: Mathematical formation; Mathematics Teaching; Pedagogy; Meta-analysis; Formación Matemática; Enseñanza de Matemáticas; Pedagogía; Metanálisis; Formação Matemática; Ensino de Matemática; Pedagogia; Metanálise.

This paper aims to report the results of a research linked to the Observatory of Education Program (OBEDUC) entitled "Collaborative Network of Practices in the Training of Teachers Teaching Mathematics: Multiple Looks, Dialogues and Contexts" and to the Group of Studies and Research on Educational Practices in Mathematics (GEPRAEM). The purpose of this study was to answer: What perceptions about formation and mathematical knowledge seem to support research that discuss the mathematical formation of the polyvalent teacher? In the face of this questioning the objectives were: to make possible the understanding that when discussing the mathematical training offered in the courses of Pedagogy is being problematized the training of the professional that works in the polyvalent context; To characterize the movement of appropriation of repertoires and knowledge related to the mathematical knowledge of this teaching professional. The data collection was based on the mapping of research published in the National Meeting of Mathematics Education (ENEM) and the International Symposium on Mathematical Education (SIPEM), which deal with the mathematical formation of the polyvalent teacher and finally the meta-analysis. The results indicate: a great variety of points of view in the mathematical formation of the polyvalent teacher; tendency to favor methodological aspects of Mathematics; concern with the modification of the beliefs and conceptions of the future teachers about Mathematics, its teaching-learning. Considering the indissociability with other disciplines and the development of autonomy in the child as a condition of the work of the polyvalent teacher implies principles that reinforce the relevance of the relationship between the subjects in the teaching-learning process. It implies recognizing the existence of a professional who is responsible for the development of the child as a whole. It is, therefore, a subject that allows senses to the teaching-learning process, to meet the needs of the child, that is, to serve as a reference and mediator of these actions.