| Summary: | This article aims to know the way how new teachers, at several teaching
levels, recently graduated by pre-service teacher education institutions, view
and conduct communication in their classrooms, to which aspects they tend to
pay attention and which difficulties they feel. The text is based on a collective
work carried out by teacher educators of teacher education institutions in
Portugal that are concerned in improving the quality of the pre-service teacher
education, especially in what refers to mathematics education. The
methodology is qualitative and interpretative and involved the realization of 12
case studies. The results show that communication is seen by the new
teachers as a support of a general environment that must favour learning.
However, only relatively few teachers point out communication as an important
curriculum objective in the discipline of mathematics and indicate consistent
strategies to promote it, both in oral and written forms. There are still less
teachers who view communication as a basic process for the development of
mathematical meanings by students. These results suggest that teacher
education institutions may have interest in reflecting about their teaching
practices in this regard.
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