Abstract
Nowadays, professors are frequently challenged to develop new teach methods while confronting our complex society. This paper exemplifies how mathematic teachers are dealing with the existing challenges. The goal of this review is to illustrate the successful pedagogical practices from five mathematic teachers working in three different elementary schools in Brazil. The focus was to comprehend the teachers’ conception about mathematics and its teaching. The study showed the teachers’ commitment with the students’ learning, with the studied themes contextualization, with the students’ motivation and mathematics knowledge construction. We also could see the teachers’ concern about their own professional development. The teachers pointed some breaks with memorize education, when indicated the group work practice, where the students are challenged to reason and discuss hypotheses with the classmates. It also shows that successful practices stem forms the involvement of the teacher with the improvement of his own pedagogic practice, learning in the practice the teaching art.
Highlights
The complexity of the present society has put new challenges to the teachers, which needs to give effective answers to the social requirements that are constantly changing
The goal of this review is to illustrate the successful pedagogical practices from five mathematic teachers working in three different elementary schools in Brazil
To complete we identified similarities and differences between the proposed by Nationals Curricular Parameters and what the interviewed teachers said about the successful pedagogic practices
Summary
The complexity of the present society has put new challenges to the teachers, which needs to give effective answers to the social requirements that are constantly changing In this direction, teacher has worried about seeking new knowledge to develop new skills for what his teaching activities reach the professional success that is required for the new times in terms of warranty of effective learning from the students. In the actual educational scenario of Brazil, it seems to have a big concern from Math teacher with the teaching methods and a relentless pursuit for courses of continuing education. It perceives that, despite the teacher being in constantly innovating his practices, this investment has not guaranteed a good academic achievement from the students. The Math teacher seems to be “tied” and worried about winning the program, with difficulties to articulate the subjects with the methodology in the process that can favor the social student’s insertion, developing his potential and his participation more effective in the complex actual society
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