Learning for teaching Mathematics: a case study in providing the supervised Course Pedagogy

• Autor(a) principal: Nascimento, Julia de Cassia Pereira do
• Data de Publicação: 2013
• 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/827
• topic: Ensino de Matemática; Formação de Professores; Estágio Curricular; Teaching of Mathematics; Teacher Training; Intership

This paper presents the considerations and analysis of a case study, clipping a doctoral thesis consists of five case studies that investigates the learning manifested by five trainees a Pedagogy course of a University in the city of São Paulo, with register in portfolios and observations arising from these stages , with regard to the teaching of mathematics in the early years of elementary school. From the case study method , we present here the analysis of  a portfolio of research subjects , from the records containing their personal narratives, relations with mathematics, participation in the research group of the Centre for Education Programme training to teach mathematics, completion of stage and established relationships with the content learned in the undergraduate course in the disciplines related to mathematics teaching. The issue of manifested learning is analyzed based on theorists who argue the training of teachers, the teaching of mathematics, the curriculum stages and portfolios as tools of learning evaluation. The final considerations show the proportionate learnings to training the intern.