Conhecimento Matemático para o Ensino e MTSK: uma revisão de literatura

• Autor(a) principal: Sousa, Bruno Francis
• Data de Publicação: 2023
• Outros Autores: Almada de Oliveira, Viviane Cristina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tangram (Dourados)
• Texto Completo: https://ojs.ufgd.edu.br/index.php/tangram/article/view/16921
• topic: MKT; MTSK; Mathematics Education; Teaching Education; MKT; MTSK; Educación Matemática; Formación Docente; MKT; MTSK; Educação Matemática; Formação de professores

Mathematical Knowledge for Teaching (MKT), developed by Deborah Ball and collaborators, and Specialized Knowledge of Mathematics Teachers (MTSK), proposed by José Carrillo Yáñez and collaborators, are theoretical models developed within the scope of Mathematics Education and propose to modeling/mapping the knowledge mobilized by teachers during teaching. In the quest to understand the theoretical and practical uses of the MKT and the MTSK dimensions and to establish contributions from these references to the teaching practice of Mathematics teachers and, therefore, to the training of Mathematics teachers, we carried out a bibliographical research of publications that were sustained by the frameworks of these models. The article presents the analysis of 18 publications, made in the years 2020 and 2021, and categorized as works that: mobilized the MKT or the MTSK to analyze the knowledge evidenced in approaches about/in the practice of teachers; developed theoretical discussions involving the references; and, carried out bibliographical or documental research. We presented some questions about possible approaches to research results involving the references in question in teacher education. We concluded that, despite these notes, such works can be used by teacher educators as references to enrich their teaching practices, taking into account the specificities of the Mathematics teacher's knowledge evidenced in these productions. Finally, we emphasize the MKT and the MTSK as important milestones in Mathematics Education, mainly because they converge around the premise that the knowledge necessary for the practice of Mathematics teachers is not restricted to the “mastery of mathematical content”.