Some reflections on the Initial Training of teachers to teach Math in the Early Years of Elementary Education

• Autor(a) principal: Fernandes, Vera Maria Jarcovis
• Data de Publicação: 2012
• Outros Autores: Curi, Edda
• 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/98
• topic: Conhecimento matemático; Formação de Professores; Ensino- aprendizagem em Matemática; Mathematical knowledge; Teacher Formation; Mathematics learning-teaching

In this article it´s presented a small portion of our PhD research related to teachers´ formation for Ensino Fundamental first years in Mathematics teaching, since the establishment of the first Curso Normal up to courses guided by the Diretrizes Curriculares, more specifically, the Pedagogy Courses from 2006 on. It will be presented part of our field research, that focus on the responses given by 387 Pedagogy students from a particular University from the city of São Paulo, as well as some of the questions formulated for this research. The objective of this article is to analyze these students´ concerns and expectations related to their formation to teach Mathematical subjects. In order to guarantee the correct data verification, procedures adopted by Bardin (2007) are considered. These allow the analysis of contents and theoretical studies that discuss teachers´ formation such as the ones found in Tardif (2002), Shulman (1986), Serrazina (2001) and Curi (2004, 2005). Among the results it´s observed the deeper students´ concern related to the methodologies for Mathematics teaching and the related practical experience, far more than their worries related the Mathematical contents and to the curriculum for Ensino Fundamental first years. These researches also reveal some gaps on these students formation and the resulting challenge of developing specific knowledge for Mathematics teaching, not only on the content based aspect, but also for their teaching in a more effective way.