NARRATIVES OF UNDERGRADUATES IN PEDAGOGY ABOUT SCHOOL MATHEMATICS AND THE TRAINER'S CHALLENGE

Detalhes bibliográficos
Autor(a) principal: Moura, Jonata Ferreira de
Data de Publicação: 2022
Outros Autores: Nacarato, Adair Mendes
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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spelling 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
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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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dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
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SciELO Preprints
SciELO Preprints
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