Uma Análise da Compreensão dos Futuros Professores sobre os Conhecimentos Necessários para o Ensino da Matemática

O caso do Malaui

Autores

  • Everton Jacinto University of Stavanger

DOI:

https://doi.org/10.37001/ripem.v11i3.2542

Palavras-chave:

Mathematics education, Malawian Teacher Education, Teacher Knowledge, Specialized content knowledge

Resumo

Em contextos de adversidade, existe a necessidade de se formar professores em formação com conhecimentos de conteúdo especializado para que possam realizar o trabalho de ensino de forma eficaz. Este artigo baseia-se num estudo com três professores em formação no Malaui que examina a compreensão que estes professores desenvolvem sobre os conhecimentos necessários para realizar de tarefas de ensino da matemática, em particular, os conhecimentos necessários para sequenciar tarefas instrucionais e usar representações matemáticas em salas de aula. A pesquisa foi realizada num colégio de formação de professores onde o currículo está em desenvolvimento e há uma grande demanda de qualificados professores em matemática. A metodologia de pesquisa baseou-se em entrevistas, observações pedagógicas e discussões em grupo. Os dados foram analisados ​​tematicamente a partir de dois temas que refletem os tipos de conhecimentos que os professores consideram importantes para o ensino da matemática. Enquanto o primeiro tema revela como os professores entendem esses conhecimentos como referências para atender aos padrões curriculares e às necessidades dos alunos, o segundo tema capta uma forma de compreensão que busca ir além dos conhecimentos conceituais. Os resultados ajudam a entender melhor a aprendizagem e experiência dos professores durante programas de formação e como os conceitos teóricos podem ser mais bem compreendidos em contextos desafiadores de formação docente.

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Publicado

2021-08-02

Como Citar

Jacinto, E. (2021). Uma Análise da Compreensão dos Futuros Professores sobre os Conhecimentos Necessários para o Ensino da Matemática: O caso do Malaui. Revista Internacional De Pesquisa Em Educação Matemática, 11(3), 76-93. https://doi.org/10.37001/ripem.v11i3.2542

Edição

Seção

Dossiê "Educação Matemática em Tempos de Crise"