Conceptions of multidisciplinary teachers in initial formation about the Mathematics and its teaching: some understandings

Authors

DOI:

https://doi.org/10.4013/edu.2022.261.07

Keywords:

Ensino de Matemática, Formação de professores, Pedagogia

Abstract

From the discussions about the conceptions of teachers and their influence on teaching practice (PONTE, 1992; THOMPSON, 1997; CURY, 1999), was defined as the objective for this article to reflect on the conceptions of Multidisciplinary Teachers in Initial Formation in relation to Mathematics and its teaching in the Early Years of Elementary School. This qualitative research was carried out in the discipline of Methodology of Mathematics Teaching, of a Pedagogy Course, in the context of Emergency Remote Teaching. For data collection, was used a questionnaire composed of open questions related to conceptions and feelings of the participants in relation to Mathematics and its teaching. Data analysis was based on Discursive Textual Analysis. As conclusions, it was possible to understand that there is still a predominance of the utilitarian vision of Mathematics, but the conceptions about the Mathematics teaching of the research participants indicate a tendency to break with this view

Author Biographies

Jéssica Tomiko Araújo Mitsuuchi, Universidade Federal do Paraná

Mestrado em Educação em Ciências e em Matemática, pela Universidade Federal do Paraná (UFPR)

Neila Tonin Agranionih, Universidade Federal do Paraná

Doutorado em Educação, pela Universidade Federal do Rio Grande do Sul (UFRGS).

Priscila Kabbaz Alves da Costa, Universidade Federal do Paraná

Doutorado em Ensino de Ciências e Matemática, pela Universidade Estadual de Campinas (Unicamp)

Tania Teresinha Bruns Zimer, Universidade Federal do Paraná

Doutora em Educação, pela Universidade de São Paulo (USP).

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Published

2021-12-27

Issue

Vol. 26 (2022)

Section

Articles

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