Contributions of Design-Based Research to the initial training of Mathematics teachers
DOI:
https://doi.org/10.14244/198271996228Keywords:
Teaching Geometry, Supervised internship, University education.Abstract
The teaching and learning process is a complex system of behavioral and methodological interactions and the teacher is its main articulator. Design-Based Research is a methodology that seeks to collaborate with the understanding of this process through the implementation of design principles and joint work between researchers and professors through the constitution of a research group. In this sense, this research aims to analyze the contributions of this methodology in the construction of knowledge for the teaching of Spatial Geometry by interns of a degree course in Mathematics. The pedagogical artifact built through this methodology is a sequence of activities on Poliedros and its development followed the steps proposed by Reeves (2000). Here we present the activity of exploring prisms and pyramids, in its two iterations, the first in classroom teaching and the second in remote teaching. The characteristics presented by each of these teaching models led the research group to plan and re-plan the activities, materials and resources used. In the two models it was possible to observe the mathematical knowledge for teaching mobilized by the interns. It can be inferred that the satisfactory result of this application was the result of an important teamwork, characteristic of the methodology of Design-Based Research.
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