Problematizações do ensinar Matemática em cursos de Pedagogia
Michela Caroline Macêdo, Carlos Eduardo Ferreira Monteiro, Fátima Maria Leite Cruz
Source abstract
The teaching of Mathematics in the early-year teachers face several challenges, including those related to official guidelines and the particularities of higher education institutions. This article presents aspects of doctoral research that had a mixed and exploratory methodological approach, which investigated how teacher educators of undergraduate courses in Pedagogy conceive and develop the teaching of Mathematics. The participants were undergraduates and teacher educators from three Higher Education Institutions in Pernambuco. The data was produced through questionnaires, interviews, and observations. This article focuses on elements of the observation sessions of the teacher trainers' classes that addressed the Methodology of Mathematics and reflections on their planning. The analyses suggest that the teaching and learning processes in the training of undergraduate Pedagogy students go beyond the teaching planning, since the teacher educators consider the learning needs that emerge and value the protagonism of the students.
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