A formação do professor de matemática e a prática docente: um estudo de caso

Abstract

This work presents some case studies with senior students of Mogi das Cruzes X University Mathematics teaching course with the aim of discussing the reality of the future teacher. This exploratory qualitative research analyzes the students formation in terms of teaching practice, emphasizing the difficulties in teaching the four basic mathematics calculations. On the multiple phases of this research (exploratory, data collecting, data systematic analysis and reasearch report making), the study about mathematics teacher initial formation concentrates on verifying if proper tools are being used in relation to facing the challenges of teaching the four basic calculations, considering the low results that students of this subject present in different levels. For that reason, a theoretical discussion was organized based on bibliographical, electronical and documentary data collected; the empirical part of the research was conducted by class observation and work projects, focused group oriented discussion and a questionnaire. This work starts with an X university history, details the procedures used in data collecting, discusses the present teaching programs, the formation of mathematics teachers: beggining and continued, and it ends with the teaching and materials. It demonstrates the importance of the proper use of these materials as a way to guarantee the efficiency of mathematics relations as proposed by Dario Fiorentini, Sérgio Lorenzato and Adair Mendes Nacarato. During the process of data organization and writting the ideas of Ubiratan D’Ambrósio and Francisco Imbernón collaborated with the professional and human needs (in the sense of being close to others) on the teacher initial formation. Besides Piaget whose studies of logical development stages reinforce the needs of the abstract and concrete relations. This work presents a proposal to use the basic calculations as a concrete way making it easier for students to understand them. The research results show the reality of mathematics teachers initial formation, the doubts and anguish, the difficulties that they have to face, like the lack of structural spaces to develop new methodologies, the lack of teaching practices, the lack of a specific curriculum that includes some pedagogical issues (the Mathematics College is seen as part of Engineering Course), the lack of contextualization in classes and contents