A observação de aulas de Matemática como estratégia formativa na disciplina de Didática na formação inicial docente

Source abstract

Initial teacher education involves the articulation between theoretical knowledge and practical experiences that allow pre-service teachers to better understand the reality of the teaching profession. In this context, classroom observation plays an important role in professional development, as it enables future teachers to become familiar with the school environment, analyze pedagogical strategies, and reflect on the interactions that occur in the teaching and learning process. Thus, this study aimed to analyze the practice of a Mathematics teacher in basic education, seeking to understand how teaching strategies, content approach, and classroom interactions contribute to the development of the professional perspective of the pre-service teacher. To achieve this objective, a classroom observation was conducted in a 6th grade class of a public school located in the interior of the state of Ceará, Brazil, composed of approximately 30 students. The observation took place from 1:00 p.m. to 3:00 p.m. and focused on the organization of the lesson, the teaching strategies adopted, the pedagogical resources used, and student participation. The topic addressed in the lesson was decimal numbers, initially introduced through everyday examples, followed by theoretical explanation and practical activities. During the class, the teacher used resources such as a whiteboard, a textbook, rulers, and base-ten blocks, which helped represent concepts such as tenths and hundredths. The results indicated that the progressive organization of the lesson, starting with situations close to students’ daily experiences and gradually moving toward the formalization of the content, facilitated students’ understanding. It was also observed that the use of manipulatives and the active participation of students in practical activities increased classroom engagement. It is concluded that classroom observation represents a significant formative experience for pre-service teachers, as it helps them understand how didactic decisions influence the teaching and learning process, contributing to the development of a more critical perspective on teaching practice and reinforcing the importance of integrating theory and practice in Mathematics teacher education.