Professional training in mathematics in pedagogy: the university-school relatioship as a training path

Authors

DOI:

https://doi.org/10.17058/rea.v29i1.13780

Keywords:

Teacher training, Pedagogy, Mathematics, University-school.

Abstract

Considering that mathematics as a professional training in a Pedagogy course has gaps, our objective is to problematize the possibilities to create an undergraduate course to teach mathematics through a project directed to this undergraduate degree. Based on authors who discuss teacher training in mathematics as well as based on qualitative research, a report of a didactic sequence on multiplication was analyzed in a 5th grade class and, also, data from a questionnaire applied to undergraduate students. It was concluded that the project activities have expanded the teacher training in mathematics, by enabling the experience in classrooms, having the public school as a formative space, connecting theory and practice.

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Author Biography

Maria Alves de Azerêdo, Universidade Federal da Paraíba

Professora do Departamento de Metodologia da Educação, lecionando as disciplinas de Didática, Estágio Supervisionado e Ensino de Matemática.

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Published

2021-01-05

How to Cite

de Azerêdo, M. A. (2021). Professional training in mathematics in pedagogy: the university-school relatioship as a training path. Reflexão E Ação, 29(1), 114-132. https://doi.org/10.17058/rea.v29i1.13780

Issue

Vol. 29 No. 1 (2021)

Section

Artigos do Fluxo

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