COLLABORATION IN A GROUP OF PEDAGOGY STUDENTS THAT WILL TEACH MATHEMATICS

Abstract

The text refers to a research that investigated how the collaborative practices applied as formative strategies in a study group with Pedagogy students contributed to a (re)signification regarding mathematics and its teaching for these students. We analyzed the different formative strategies that were adopted in the group and were considered as promoters of teacher learning, as well as investigated the learning process in two ways: the undergraduates as future teachers who teach mathematics at the Basic School and the researcher, as a trainer. This research was conducted in a working group set up in the São Francisco University (SP) (GEEM - Group studies in mathematics education), composed by undergraduates in Education and a researcher, who also assumed the role of trainer. The data were collected from recordings of the group meetings, from the participants' written production, from interviews and from the researcher's field diary. We analyzed the different training strategies that have provided moments of reflection and learning about mathematics and its teaching to this group. We highlight the reading of narratives written by teachers/authors as a process that was very significant for the participants. The results provide clues about the formation of teachers who teach (will teach) mathematics in the early years of elementary school, from the formation of collaborative groups, shared readings and problem-solving approach of the trainer.

Keywords: Collaborative groups; Teacher training; Formative strategies; Mathematics education.