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

Detalhes bibliográficos
Autor(a) principal: Ferreira de Moura, Jónata
Data de Publicação: 2023
Outros Autores: Mendes Nacarato, Adair
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/41545
Resumo: This paper analyzes how future teachers have understood/understand mathematical concepts throughout their school and academic trajectory and how their representations related to mathematics and its teaching can influence the elaboration of new representations. Text is the product of a training-research methodology that used 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 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 escolar, pesquisa-formação, formação de professores, educação matemática, curso de pedagogia.school mathematics discipline, training-research, teacher training, mathematics education, pedagogy course.asignatura matemática escolar, investigación-formación, formación de profesores, educación matemática, curso de pedagogía.This paper analyzes how future teachers have understood/understand mathematical concepts throughout their school and academic trajectory and how their representations related to mathematics and its teaching can influence the elaboration of new representations. Text is the product of a training-research methodology that used 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 mathematics training so that these difficulties became an object of reflection, overcoming, and (re)signification during their academic education.Artículo resultado de una investigación-educación con estudios 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 y su enseñanza, pueden influir en la elaboración de nuevas representaciones. Los datos fueron producidos por memorial de formación, narrativas pedagógicas y la transcripción de los encuentros de los grupos de discusión-reflexión. Él análisis ha sido un análisis narrativo. La investigación reveló evidencias de que los estudiantes se apropiaron/se apropian 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 ellos revelaron la magnitud del desafío que deben enfrentar los formadores: provocar en los estudiantes la toma de conciencia de los obstáculos que traen de su formación matemática para que las dificultades sean objeto de reflexión, superación y (re)significación durante su formación académica.O 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 e a seu ensino podem influenciar na elaboração de novas representações. Texto fruto de uma pesquisa-formação tendo os estudos 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 para que as dificuldades sejam objeto de reflexão, superação e (re)significação durante sua formação acadêmica.Educação em Revista 2023-11-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedtextoRevisado por parestextoAvaliado por Parestextoapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/41545Educação em Revista ; v. 39 (2023)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporenghttps://periodicos.ufmg.br/index.php/edrevista/article/view/41545/39264https://periodicos.ufmg.br/index.php/edrevista/article/view/41545/39265Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFerreira de Moura, JónataMendes Nacarato, Adair2023-11-27T14:06:34Zoai:periodicos.ufmg.br:article/41545Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2023-11-27T14:06:34Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
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
Ferreira de Moura, Jónata
disciplina matemática escolar, pesquisa-formação, formação de professores, educação matemática, curso de pedagogia.
school mathematics discipline, training-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 Ferreira de Moura, Jónata
author_facet Ferreira de Moura, Jónata
Mendes Nacarato, Adair
author_role author
author2 Mendes Nacarato, Adair
author2_role author
dc.contributor.author.fl_str_mv Ferreira de Moura, Jónata
Mendes Nacarato, Adair
dc.subject.por.fl_str_mv disciplina matemática escolar, pesquisa-formação, formação de professores, educação matemática, curso de pedagogia.
school mathematics discipline, training-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, training-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 mathematics and its teaching can influence the elaboration of new representations. Text is the product of a training-research methodology that used 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 mathematics training so that these difficulties became an object of reflection, overcoming, and (re)signification during their academic education.
publishDate 2023
dc.date.none.fl_str_mv 2023-11-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
texto
Revisado por pares
texto
Avaliado por Pares
texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/41545
url https://periodicos.ufmg.br/index.php/edrevista/article/view/41545
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/41545/39264
https://periodicos.ufmg.br/index.php/edrevista/article/view/41545/39265
dc.rights.driver.fl_str_mv Copyright (c) 2023 Educação em Revista
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Educação em Revista
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 39 (2023)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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