Conhecimentos profissionais de futuros professores de matemática sobre as propriedades da igualdade : um processo formativo mediado por tarefas de aprendizagem profissional

Abstract

In this research, we seek to understand the professional knowledge of future mathematics teachers about the content and teaching of the properties of equality for the 6th year of Elementary School. With a qualitative and interpretative approach, along the lines of an intervention research, we adopted the Mathematics Teacher's Specialized Knowledge (MTSK) as a theoretical framework and in the analysis of descriptive data, which assumes that the professional knowledge of the mathematics teacher is specialized. Data production took place through a training process mediated by a Professional Learning Task (TAP) and orchestrated by the Professional Learning Opportunities (OAP) model, whose acronym in English is PLOT (Professional Learning Opportunities for Teachers). Data come from audio recordings, written records and discursive interactions that took place during the training course, in which 19 Mathematics undergraduates participated in the exploratory phase (questionnaire) and six, in the training period. All were taking the Mandatory Supervised Internship III (ESO III) course at a public university in the state of Pernambuco, with the course teacher also participating (trainer teacher). The results showed evidence that undergraduates have, in relation to the properties of equality: knowledge of mathematical content (KoT), although they do not frequently use the notion of equivalence in solving mathematical tasks; knowledge of the structure of Mathematics (KSM), when they identify connections with past and future contents; knowledge of mathematical practice (KPM), evidenced at various times; knowledge of mathematics learning characteristics (KFLM), as they try to interpret students' errors and obstacles; knowledge of teaching mathematics (KMT), even though they do not know many digital resources for teaching; knowledge of the parameters of mathematics learning (KMLS), when they identify the levels of education relating them to the proposed task, however, there is a gap with regard to the knowledge of the official curriculum documents, as verified in the analysis of the previous questionnaire. Furthermore, we confirmed the formative potential of the Professional Learning Tasks (TAP) to promote the Professional Learning Opportunities (OAP), considering that, through reflections around the proposed task, discursive interactions and mediation by the trainer teacher, future teachers revealed to improve their knowledge.