Processes of comprehension by the teacher in initial formation when teaching first-degree function considering the use of software

• Autor(a) principal: Schreiber, Karla Priscila
• Data de Publicação: 2017
• Outros Autores: Battisti, Isabel Koltermann
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Alexandria (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n2p127

This paper aims to discuss about comprehension processes by teachers teaching first-degree Function in an initial training, considering the use of software and involving the understanding of the concept, the didactic knowledge, the students’ comprehension and the way they learn such content. This discussion has derived from a case study considering the experience of a supervised training in a high school mathematics course in a public school. These experiences were recorded and transcribed, and were taken into account in the analyses as well as the planning. The analyses were grounded on authors such as Shulman, Tardif, Freire and Gauthier et al, who have addressed knowledges regarded as necessary to the teaching practice. This research has favored the reflection on how important are both the understanding of the concept to be taught and the methodology for the teacher to be able to establish processes of conceptual elaboration by the students.