NARRATIVES OF UNDERGRADUATES IN PEDAGOGY ABOUT SCHOOL MATHEMATICS AND THE TRAINER'S CHALLENGE
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/4647 |
Resumo: | This paper analyzes how future teachers have understood/understand mathematical concepts throughout their school and academic trajectory and how their representations related to school mathematics and its teaching can influence the elaboration of new representations. This text is the product of a training-research methodology that used (auto)biographical studies as the theoretical-methodological framework. Data were produced by a memorial on education, pedagogical narratives, and transcriptions of the discussion-reflection group meetings. We carried out a narrative analysis of the produced data. The research evidenced clues that students have understood/understand mathematical concepts, often, painfully. Punishment and/or powerlessness are the most visible aspects that create representations of school mathematics as cold and hard to access, that few could learn and only deals with calculations. Students have distanced themselves from mathematics and believe they cannot teach it. The clues left by the students revealed the size of the challenge that the professors need to face: making the undergraduates aware of the obstacles arising from their school mathematics training so that these difficulties became an object of reflection, overcoming, and (re)signification during their academic education. |
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NARRATIVES OF UNDERGRADUATES IN PEDAGOGY ABOUT SCHOOL MATHEMATICS AND THE TRAINER'S CHALLENGENARRATIVAS DE ESTUDIANTES EN PEDAGOGÍA SOBRE MATEMÁTICAS ESCOLARES Y EL DESAFÍO DEL FORMADOR NARRATIVAS DE LICENCIANDOS EM PEDAGOGIA SOBRE A MATEMÁTICA ESCOLAR E O DESAFIO DO FORMADORdisciplina matemática escolarpesquisa-formaçãoformação de professoreseducação matemáticacurso de pedagogiaschool mathematics disciplineraining-researchteacher trainingmathematics educationpedagogy courseasignatura matemática escolarinvestigación-formaciónformación de profesoreseducación matemáticacurso de pedagogíaThis paper analyzes how future teachers have understood/understand mathematical concepts throughout their school and academic trajectory and how their representations related to school mathematics and its teaching can influence the elaboration of new representations. This text is the product of a training-research methodology that used (auto)biographical studies as the theoretical-methodological framework. Data were produced by a memorial on education, pedagogical narratives, and transcriptions of the discussion-reflection group meetings. We carried out a narrative analysis of the produced data. The research evidenced clues that students have understood/understand mathematical concepts, often, painfully. Punishment and/or powerlessness are the most visible aspects that create representations of school mathematics as cold and hard to access, that few could learn and only deals with calculations. Students have distanced themselves from mathematics and believe they cannot teach it. The clues left by the students revealed the size of the challenge that the professors need to face: making the undergraduates aware of the obstacles arising from their school mathematics training so that these difficulties became an object of reflection, overcoming, and (re)signification during their academic education.Este artículo es el resultado de una investigación-educación con estudios (auto)biográficos como marco teórico-metodológico. El objetivo fue analizar cómo los futuros docentes se apropiaron/apropiaron conceptos matemáticos a lo largo de su trayectoria escolar y académica, y cómo sus representaciones, relacionadas con las matemáticas escolares y su enseñanza, pueden influir en la elaboración de nuevas representaciones. Los datos fueron producidos por un memorial de formación, por narrativas pedagógicas y por la transcripción de los encuentros de los grupos de discusión-reflexión. Con los datos producidos se realizó un análisis narrativo. La investigación reveló evidencias de que los estudiantes se apropiaron/se apropiaron de conceptos matemáticos, en muchos casos, de forma dolorosa. El castigo y/o el sentimiento de impotencia son los más visibles, creando representaciones de una matemática escolar fría, de difícil acceso, que pocos pueden aprender y que se ocupa únicamente de cálculos. Los estudiantes se han distanciado de las matemáticas y creen que no pueden enseñarlas. Las pistas dejadas por los estudiantes revelaron la magnitud del desafío que deben enfrentar los formadores: provocar en los estudiantes de pregrado la toma de conciencia de los obstáculos que traen de su formación matemática escolar para que las dificultades sean objeto de reflexión, superación y (re)significación durante su formación académica.Este artigo analisa como os futuros professores se apropriaram/se apropriam de conceitos matemáticos ao longo de sua trajetória escolar e acadêmica, e como suas representações relacionadas à matemática escolar e a seu ensino podem influenciar na elaboração de novas representações. O texto é resultado de uma pesquisa-formação tendo os estudos (auto)biográficos como referencial teórico-metodológico. Os dados foram produzidos por memorial de formação, narrativas pedagógicas e transcrição das reuniões do grupo de discussão-reflexão. Realizou-se uma análise narrativa com os dados produzidos. A pesquisa revelou indícios de que os estudantes se apropriaram/se apropriam de conceitos matemáticos, em muitos casos, de maneira sofrida. O castigo e/ou o sentimento de impotência são os mais visíveis, criando representações de uma matemática escolar gélida, de difícil acesso, que poucos poderiam aprender e que trata unicamente de cálculos. Os estudantes se distanciaram da matemática e acreditam que não conseguem ensiná-la. As pistas deixadas pelos alunos revelaram o tamanho do desafio que os formadores precisam enfrentar: provocar nos licenciandos a tomada de consciência dos obstáculos advindos de sua formação matemática escolar para que as dificuldades sejam objeto de reflexão, superação e (re)significação durante sua formação acadêmica.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-09-06info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/464710.1590/SciELOPreprints.4647porhttps://preprints.scielo.org/index.php/scielo/article/view/4647/8937Copyright (c) 2022 Jonata Ferreira de Moura, Adair Mendes Nacaratohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMoura, Jonata Ferreira deNacarato, Adair Mendesreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-08-22T19:32:15Zoai:ops.preprints.scielo.org:preprint/4647Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-08-22T19:32:15SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
NARRATIVES OF UNDERGRADUATES IN PEDAGOGY ABOUT SCHOOL MATHEMATICS AND THE TRAINER'S CHALLENGE NARRATIVAS DE ESTUDIANTES EN PEDAGOGÍA SOBRE MATEMÁTICAS ESCOLARES Y EL DESAFÍO DEL FORMADOR NARRATIVAS DE LICENCIANDOS EM PEDAGOGIA SOBRE A MATEMÁTICA ESCOLAR E O DESAFIO DO FORMADOR |
title |
NARRATIVES OF UNDERGRADUATES IN PEDAGOGY ABOUT SCHOOL MATHEMATICS AND THE TRAINER'S CHALLENGE |
spellingShingle |
NARRATIVES OF UNDERGRADUATES IN PEDAGOGY ABOUT SCHOOL MATHEMATICS AND THE TRAINER'S CHALLENGE Moura, Jonata Ferreira de disciplina matemática escolar pesquisa-formação formação de professores educação matemática curso de pedagogia school mathematics discipline raining-research teacher training mathematics education pedagogy course asignatura matemática escolar investigación-formación formación de profesores educación matemática curso de pedagogía |
title_short |
NARRATIVES OF UNDERGRADUATES IN PEDAGOGY ABOUT SCHOOL MATHEMATICS AND THE TRAINER'S CHALLENGE |
title_full |
NARRATIVES OF UNDERGRADUATES IN PEDAGOGY ABOUT SCHOOL MATHEMATICS AND THE TRAINER'S CHALLENGE |
title_fullStr |
NARRATIVES OF UNDERGRADUATES IN PEDAGOGY ABOUT SCHOOL MATHEMATICS AND THE TRAINER'S CHALLENGE |
title_full_unstemmed |
NARRATIVES OF UNDERGRADUATES IN PEDAGOGY ABOUT SCHOOL MATHEMATICS AND THE TRAINER'S CHALLENGE |
title_sort |
NARRATIVES OF UNDERGRADUATES IN PEDAGOGY ABOUT SCHOOL MATHEMATICS AND THE TRAINER'S CHALLENGE |
author |
Moura, Jonata Ferreira de |
author_facet |
Moura, Jonata Ferreira de Nacarato, Adair Mendes |
author_role |
author |
author2 |
Nacarato, Adair Mendes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Moura, Jonata Ferreira de Nacarato, Adair Mendes |
dc.subject.por.fl_str_mv |
disciplina matemática escolar pesquisa-formação formação de professores educação matemática curso de pedagogia school mathematics discipline raining-research teacher training mathematics education pedagogy course asignatura matemática escolar investigación-formación formación de profesores educación matemática curso de pedagogía |
topic |
disciplina matemática escolar pesquisa-formação formação de professores educação matemática curso de pedagogia school mathematics discipline raining-research teacher training mathematics education pedagogy course asignatura matemática escolar investigación-formación formación de profesores educación matemática curso de pedagogía |
description |
This paper analyzes how future teachers have understood/understand mathematical concepts throughout their school and academic trajectory and how their representations related to school mathematics and its teaching can influence the elaboration of new representations. This text is the product of a training-research methodology that used (auto)biographical studies as the theoretical-methodological framework. Data were produced by a memorial on education, pedagogical narratives, and transcriptions of the discussion-reflection group meetings. We carried out a narrative analysis of the produced data. The research evidenced clues that students have understood/understand mathematical concepts, often, painfully. Punishment and/or powerlessness are the most visible aspects that create representations of school mathematics as cold and hard to access, that few could learn and only deals with calculations. Students have distanced themselves from mathematics and believe they cannot teach it. The clues left by the students revealed the size of the challenge that the professors need to face: making the undergraduates aware of the obstacles arising from their school mathematics training so that these difficulties became an object of reflection, overcoming, and (re)signification during their academic education. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-09-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/4647 10.1590/SciELOPreprints.4647 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/4647 |
identifier_str_mv |
10.1590/SciELOPreprints.4647 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/4647/8937 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Jonata Ferreira de Moura, Adair Mendes Nacarato https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Jonata Ferreira de Moura, Adair Mendes Nacarato https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - SciELO |
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