O conhecimento matemático do professor: formação e prática docente na escola básica
This article, analyse the process of formation for mathematics teachers at undergraduate level, confronting the mathematical knowledge transmitted in this process with some of the issues the teacher is faced with at school. The study focuses on the natural number system and refers to the under...
| Main Authors: | , |
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| Format: | Article |
| Language: | Portuguese |
| Published: |
Associacao Nacional de Pós-Graduação e Pesquisa em Educação
2005-01-01
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| Series: | Revista Brasileira de Educação |
| Online Access: | http://www.redalyc.org/articulo.oa?id=27502805 |
| Summary: | This article, analyse the process of
formation for mathematics teachers at
undergraduate level, confronting the
mathematical knowledge transmitted in this process with some of the issues the
teacher is faced with at school. The
study focuses on the natural number
system and refers to the undergraduate
degree in mathematics at the Federal
University of Minas Gerais (UFMG),
in Brazil. The sources used include
textbooks on numbers (at school and
university levels), syllabus
specifications for the referred course
and the research literature on
mathematics education. We describe
part of the mathematical knowledge
(about natural numbers) involved in
professional teaching practice at
elementary school. We also point out
some concrete forms taken on by the
formation/teaching practice dichotomy,
thus contributing to a better
understanding of this important and
much debated issue. |
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| ISSN: | 1413-2478 1809-449X |