Math teachers of the first year in São Paulo State public system: a possible change of practice starting from teacher training

• Autor(a) principal: Borelli, Suzete de Souza
• Data de Publicação: 2016
• Outros Autores: Pacheco, Débora Reis, Pires, Célia Maria Carolino
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1205
• topic: Formação de professores; planejamento coletivo; Reflexão na e sobre a ação; Teacher training; Collective planning; Reflection in and about the action

This article aims to discuss the planning during a teacher training project with Math teachers of the first year in São Paulo State public system and to verify the contribution that this teacher training has in the quality of teaching. We use theoretical references that include discussion about the practice, focusing on the knowledge of teachers and the reflection in and about the action. We also based our thinking on theories that discuss planning, considering the planning path as an hypothetical trajectory of learning, as it allows mapping of doubts about the content to be teached, based on the student’s knowledge. As one of the results, we verified that detailed collective planning allowed greater comprehension about the objectives and content selected for the performance of activities, improving the interventions made by the teachers during the activities. Further, the training allowed the enhancing of mathematical knowledge because this knowledge was discussed as the foundation for the activities. In this sense, the formation went pari passu with the work the teachers did in the classroom.