PRACTICE SUBJECTS OF THE TEACHER TRAINING IN MATHEMATICS COURSE OFFERED IN THE STATE UNIVERSITY OF MARINGÁ

Abstract

This paper diagnoses the Teacher Training in Mathematics course from UEM (State University of Maringá), Brazil. The research, using discourse analysis and pedagogical practices was developed through observation of Educational Theory and Practice I, II, III and IV lessons offered to students of the Teacher Training in Mathematics course of UEM, in order to verify what has been the contribution of these subjects in the construction of teacher knowledge and the development of more communicative and reflective classrooms as well as the influence of the discourse of professors in the practice of future teachers, keeping in mind that knowledge construction relies on the use of practices that enable students to publish their thoughts, their ideas, and to compare, negotiate and modify their representations, conceptions and beliefs. From the analysis of the data, we observed that with the open space for student participation, creating differentiated strategies, the teacher has the possibility to redesign, in confrontations, debates and discussions, not only the thought of the students, but their own thoughts in order to make their message clearer and more objective. In order to achieve the desired objectives, a total of 54 classes were observed from June 2010 to November 2011. The described analysis refers to classes of three professors: (A) and (B) are tenured professors in the department of mathematics whose post-graduation courses (masters and doctorate) are in the area of mathematics. The third one, professor (C), is an employee of the department of mathematics, with a Masters in Education for Science and Mathematics Teaching. The three worked in the field of mathematics education, teaching the subjects of Educational Theory and Practice.

Key-words: Communication; Teachers knowledge; Teacher training in Mathematics.