Inovações, mudança e o desenvolvimento profissional do professor de Matemática

Abstract

This article analyses mathematics teachers’ perceptions of changes in their thought and practice while using an innovation, as a reference. This innovation, the curriculum materials Experiências Matemáticas, was designed with suggestions for the teaching of mathematics at the middle school level, in São Paulo, Brazil, emphasizing a constructivist perspective. The curriculum materials represented a challenging reference for the teachers and contributed to reflection on their thought and practice. Changes were gradual, in the sense that they added some strategies or methodologies to their practice. Although changes may not be comprehensive, they were important for teachers’ own professional development.