An overview of research on Practice as a Curricular Component in Licenciate degrees Mathematics

• Autor(a) principal: Antunes Barbosa, Lucas Diego
• Data de Publicação: 2018
• Outros Autores: Bianchini, Barbara Lutaif, de Lima, Gabriel Loureiro
• 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/179
• topic: Practice as a Curricular Component; Licenciate Degrees in Mathematics; Teacher training; Práctica como componente curricular; Licenciatura en Matemáticas; Formación Inicial; Prática como Componente Curricular; Licenciatura em Matemática; Formação Inicial.

The aim of this study is to present an overview concerning research on Practice as a Curricular Component throughout Licenciate Degrees in Mathematics. This study is a bibliographic review of the doctoral thesis that the first author is currently developing in the Postgraduate Mathematical Education Studies Program, at PUC-SP. A bibliographic survey was carried out by searching the CAPES journal database, by conducting an analysis of Pereira and Nogueira's research, and also by searching a mapping reported by Fiorentini et al. The data were analyzed in light of the Content Analysis methodology, according to Bardin. The results demonstrate the importance of investigating Licenciate Degrees in Mathematics, how much Practice as a Curricular Component allows for diverse interpretations by the actors involved in teacher training, as well as indicating the challenges and weaknesses to be overcome in relation to Practice as a Curricular Component. In addition, initial teacher training requires special attention, since it is perceived that teaching training alone does not account for the knowledge building required for future teachers, and that Practice as a Curricular Component, if properly understood, is an aspect that can significantly contribute to improvements in teacher training.