BETWEEN REAL ANALYSIS AND SECONDARY SCHOOL MATHEMATICS: PROFESSIONAL LEARNING OPPORTUNITIES FOR PROSPECTIVE TEACHERS

Abstract

In this article we investigate how the negotiation of meanings within a community of practice of prospective teachers fosters professional learning about the relationship between Real Analysis and Secondary School Mathematics. Embedded in a formative process supported by Professional Learning Tasks, the study analyzed episodes of interaction by triangulating group discussions and written protocols. The analysis, guided by the conception of situated learning and the mobilization of pedagogical mathematical practices, focused on three categories of meaning-making. The results show that the negotiation of meanings is a constitutive process of teacher learning, revealing an articulation between academic and school mathematics. The study reinforces the importance of formative processes that integrate the analysis of teaching practice in order to (re)signify academic knowledge.