MATHEMATICAL KNOWLEDGE FOR TEACHING AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF TEACHERS IN INITIAL TRAINING

Abstract

In this work are presented partial results of a research that had as purpose to analyze the Mathematical Knowledge for the Teaching of academics of a degree course in Mathematics when developing their activities in the Supervised Curricular Internship. Mathematical Knowledge for Teaching is one of the fundamental components for the professional development of future teachers. Following the steps of the methodological approach of Design-Based Research, a research group was formed that planned, applied and evaluated activities related to the content of Spatial Geometry for high school students. The actions performed by the trainees were analyzed, according to categories and established descriptors, in order to identify evidence of Mathematical Knowledge for Teaching. It can be inferred that the discussions in relation to the mathematical knowledge of the content, in relation to the choice of methodologies and teaching materials and the subsequent reflection of the practice, contributed to the professional development of teachers in initial training.