Análise do processo de formação de professores para o ensino de matemática nos anos iniciais

Abstract

Data issued from a research concerning initial formation of mathematics teachers to act in initial classes are presented here. These teachers were engaged as undergraduate students in the context of a teachers training course offered by a Brazilian public university. Shulman’s theoretical framework was used here in order to categorize and interpret data about teacher’s knowledge on the domain they were being formed to teach. Documental analysis, observations and videography were used as sources and instruments to collect data. Data analysis led us to the conclusion that mathematics education principles are considered important to teachers professional training. Meanwhile, the effectiveness of this effort in teachers’ formation must be based upon a deeper understanding about mathematical content and curriculum components in this domain. Even mathematical knowledge, considered usually to be previously and effectively incorporated by the teachers, needs to be conceptually reorganized in order to allow integration with daily, street mathematics.