The Perspectives and approaches of the VIII São Paulo Forum on Teacher Education for Mathematics Teaching

• Autor(a) principal: Ribeiro, Rogério Marques
• Data de Publicação: 2023
• Outros Autores: Traldi Júnior, Armando, Luchetta, Valéria Ostete Jannis
• 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/373
• topic: Políticas públicas; Ensino de matemática; Formação de professores; Curso de Pedagogia; Licenciatura em Matemática; Políticas públicas; Educación matemática; Formación de docentes; Curso de Pedagogía; Licenciatura en Matemáticas; Public policies; Mathematics Education; Teacher training; Pedagogy course; Mathematics degree

The VIII São Paulo Forum on Mathematics Teacher Education brought together professionals, researchers, and students in São Paulo to address issues related to the training of mathematics teachers. The event aimed to foster dialogue and collaboration among participants, with a special focus on the current needs surrounding the preparation of these educators. Additionally, the conclusions and insights obtained during the forum were shared with the National Forum on Mathematics Teacher Education, expanding the reach of the reflections and proposals. The central theme of the meeting was "Challenges in Mathematics Teacher Education in Times of Reconstruction." Based on this theme, lectures were given, discussion groups were organized, and debates were promoted. Five Discussion Groups were proposed, with the common goal of actively engaging participants, resulting in debates and reflections on topics such as the inclusion of Mathematics Education in Pedagogy teacher training programs, the specificity of the knowledge required for teaching Mathematics in teacher education, the professional and academic profile of teacher trainers, curriculum policy, and training from the perspective of intercultural practices. The syntheses of these discussions revealed various challenges faced in the training of mathematics teachers, including the need to reconsider the amount of time dedicated to specific Mathematics education during Pedagogy undergraduate programs, concerns about the integration of extension activities, and the use of distance learning in Pedagogy courses. Among the forum's recommendations, there is an emphasis on expanding the involvement of the Brazilian Society for Mathematics Education (SBEM) in discussions about teacher training, mobilizing teacher trainers and educators to participate in regional and national forums, the need to conduct research and initiatives for the training of teacher trainers, and promoting continuous professional development for teachers in the context of Basic Education schools.