Desenvolvimento profissional do professor que ensina Matemática: Uma meta-análise de estudos brasileiros

Abstract

This article presents a meta-analysis of Brazilian studies that investigate mathematics teachers’ education and professional development. The corpus of the analysis in this study is a set of eleven Brazilian researches turned out into theses and dissertations carried out between 1998 and 2003. It is aimed at finding evidence of practices which foster professional development in different contexts and educational spaces, by means of contrast and interrelationship. The meta-analysis was developed from two practice modes: 1) group practices including periods of reflection, cooperation and investigation, and 2) other practices regarded as contributory to professional development. The results and evidence from the analyses and interpretations lead us to the conclusion that reflexive, investigative and cooperative practices constitute a powerful triad that enhances mathematics teachers’ professional development. Nevertheless, other practices that also foster professional development were brought up. They are the ones that result from investigation and reflection about one’s own practice, like writing reflexive diaries on the process of becoming a mathematics teacher, actively participating in processes of curricular innovation, and participating in beginning and continuing education projects based mainly on teacher education and regular questioning and reflection on pedagogical practice.