Hypothetical learning trajectory as a resource for teacher education

• Autor(a) principal: Oliveira, Julio Cezar Rodrigues de
• Data de Publicação: 2021
• Outros Autores: Ferreira, Pamela Emanueli Alves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zetetiké (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661816
• topic: Mathematics education; Mathematics teacher education; Hypothetical learning trajectories; Educação matemática; Formação de professores de matemática; Trajetórias hipotéticas de aprendizagem

The purpose of this article is to present a theoretical essay and discuss aspects of a Hypothetical Learning Trajectories (HLT) with the goal to subsidizing the practices of mathematics teachers in pre-service or in-service education. The study is a qualitative research and, in the light of Martin Simon's theoretical assumptions, we seek to argue about the elaboration of HLT as a strategic methodological resource that enables pre-service or in-service teachers to organize their school plans based on hypothetical processing. To achieve these objectives, the following are presented: theoretical aspects of HLT; an HLT on teaching Logarithms; a discussion about the process of its development as a education strategy. As a result, it is inferred that HLTs provide opportunities for teachers education to analyze aspects that delimit their practices in an articulated way, to get involved in a process of reflection and decision-making about their professional practice. The analyzes and reflections are supported by the argument that THA is revealed as a potential resource for teacher training because it has an instrumental, flexible, interactive, predictive, problematic and dynamic character.