Specialized Knowledge of Mathematics Teachers evidenced in a formative context with an inclusive approach

Abstract

This article presents an excerpt from a master's research that considers Shulman's Knowledge Base for Teaching (1986, 1987) and the Mathematics Teacher's Specialized Knowledge (MTSK) model, proposed by Carrillo et al. (2013), as analytical devices of teaching knowledge. This article seeks to identify and classify the knowledge evidenced by undergraduates when they develop an activity proposal on operations with fractions, based on the use of the Game "Fractions with dominoes", in order to favor the inclusion of students with deafness or hearing impairment, in regular teaching classes. The qualitative research took place in the context of the Covid-19 pandemic, and had its data produced by video recordings and written records of undergraduates enrolled in a discipline with an inclusive approach. This discipline contemplates Practice as a Curricular Component, in a Mathematics Licentiate course at a federal university. Based on the MTSK model, the analytical process indicates evidence of all subdomains of Pedagogical Content Knowledge and also of one of the subdomains of Mathematical Knowledge, related to Topics. Knowledge of Mathematics Teaching proved to be the most recurrent subdomain in the speeches and productions of future teachers, especially in the reflections on the possibilities of using the Game in the context of teaching Mathematics from an inclusive perspective. This last aspect was also highlighted with the analysis of Knowledge for Teaching, which highlighted the concern of future teachers with teacher training and teaching practice from an inclusive perspective.