Abstract
Abstract: This article aims to investigate the changes occurred in the pedagogical activity of preservice Mathematics teachers as they understand the Mathematics content as one of the elements composing their activity. The research methodology used was of a formative experiment. The sample comprised ten preservice teachers. Among the recorded results, it is important to highlight the awareness that contents must be seen as a set of scientific knowledge about a given discipline, in our case, Mathematics. These contents are socially and historically constituted; they must be the product of human social and historical experiences, which are essential for individuals’ development during teachers' pedagogical activities.
Highlights
According to D'Ambrósio (2007) and Lorenzato (2010), among others, math teacher training needs to be guided by the articulation between elements that make up the pedagogical activity of the teacher
We present the structure of our analysis which aims at covering the actions of a group of undergraduate Mathematics teachers who understood the use of contents as elements of their pedagogical activity during the elaboration of tasks to be practiced throughout their supervised internship
This concept relies on the idea that a full description of a phenomenon is not seen in ordered and categorized stages, free from unexpected events and contradictions. It is covered by the idea of movement, which was kept in the analysis. During writing of this manuscript, we sought to build knowledge about how to understand Mathematics contents as elements to change the pedagogical activity of undergraduate teachers
Summary
According to D'Ambrósio (2007) and Lorenzato (2010), among others, math teacher training needs to be guided by the articulation between elements that make up the pedagogical activity of the teacher. Such articulation must allow planning and evaluation to be a fruitful connection between student and content. In order to reach such integration, i.e., knowledge about specific contents and about how to organize their teaching, the set of courses in Mathematics teacher training programs in Brazil focuses on specific Mathematics contents and didactic and pedagogical formation – separately. Researchers are working on investigating Mathematics teachers' education in order to reach theoretical common ground to meet today's educational demands (LIBÂNEO, 2008; MOURA et al, 2016; PIMENTA; LIMA, 2017)
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