Práticas profissionais dos professores de Matemática

Abstract

This article analyses results of studies carried out in Portugal about professional practices of mathematics teachers in different fields: (i) tasks proposed, (ii) materials used, (iii) classroom communication, (iv) curriculum management, (v) evaluation, (vi) collaboration, and (vii) teacher education. This article reviews the report Matemática 2001, the study Resultados diferentes, escolas de qualidade diferente?, the national report of TIMSS about learning contexts, as well as other quantitative and qualitative studies most of which carried out for academic degrees.

The studies analyzed show that current teachers’ practices are yet marked mainly by an expositive teaching style, based on solving exercises and using almost no materials besides blackboard, chalk and textbook, prevailing an unidirectional communication, a summative concern in evaluation, an individualist way of work and teacher education disconnected from classroom practices. However, there is evidence of new practices, involving a diversification of tasks, more shared communication,