A reflexão sobre as práticas de ensino da Matemática de três futuras professoras do 1º ciclo do ensino básico

Abstract

This paper addresses the way three prospective elementary school teachers (first cycle of basic education) reflect about their mathematics teaching practices, analysing the impinging factors. The methodological approach is qualitative and interpretative, based in three case studies. The participants attend the fourth year of a program of a teacher education institution, and have different achievement levels in the courses already completed. Data collection includes two semi-structured interviews and three reflecting moments. Data analysis includes the construction of narratives as well as document analysis.

Study results suggest that former experiences of pre-service teachers with mathematics influence the work that they carry out with their pupils. In some cases, such experiences are examples opposite regarding what they intend to do. Their difficulties in putting into practice some of their initial intentions seem to result largely from their week mathematics knowledge. The weaknesses in this domain stand out, mainly, in unforeseen situations that arise in the classroom and the in moments of reflecting upon practice. The three prospective teachers are unanimous regarding the importance of the practical experiences for the development of their professional knowledge. They stress the aspects more directly related to pedagogical issues, notably learning concerning classroom management.

The study points towards the need to value reflection about the issues more directly related with mathematics teaching during the practical experiences of pre-service teachers