EDUCATION AND EXPERIENCE OF MATHEMATICS TEACHERS

Abstract

This paper presents and discusses the final results of a research that addressed the education of Pedagogy students from 1995 to 2008, regarding the processes of learning and teaching mathematics in the first grades of Elementary School. The research also studied the education experience of teacher-students who took Mathematics Language in Education I and II from 2009 to 2011. The aim of this paper is to discuss some effects of education as teaching experience on the production of teachers, according to the logic of information, content conveyance, and formation of subjects that have opinions. Data production was performed in two steps. First, Pedagogy graduates answered two questionnaires containing objective and subjective questions. Data tabulation and analysis were carried out with student-teachers along the disciplines. A discussion forum in Distance Education modality constituted the second step. In the first phase of the research, 40 Pedagogy graduates answered the questionnaires; in the second one, 30 students participated in the discussion forum. The research findings were discussed considering the problematization of teacher education as a producer of a teacher that is informed about techniques, a hectic subject that attempts to learn, during the available time, the novelties presented in and by the education institution. As research results, we emphasize the intrinsic relationship between teachers’ knowledge and the pedagogical practices of teachers who teach mathematics with the proposals of “updating courses” that are offered or imposed, without an evaluation of these actions. In the data analysis, we considered studies by Maurice Tardif, Dario Fiorentini, Adair Nacarato and Jorge Larrosa, among others.

Keywords: Teacher Education; Experience; Mathematical Education; Pedagogical Practices.