Initial training of mathematics teachers: the supervised internship as a space for the organization of the pedagogical activity

Abstract

The purpose of this paper is to understand the reorganization of the pedagogical activity of future mathematics teachers. We will give more attention the way in which they restructured mathematical and didactic knowledge. In order to achieve this purpose, we investigated the actions of ten teachers in training, enrolled in the discipline of Supervised Curricular Internship, of the fourth year of Mathematics Degree of a Brazilian Higher Education Institution. Developed during of supervised stage a study in which the planning was analyzed as organizer of the pedagogical activity of the professor of Mathematics and concomitant to this study we realized a formative experiment, which allowed creating conditions of analysis of the formative process in question. The theoretical foundation starts from the assumptions of the historical-cultural theory. The results showed that the teachers organized their pedagogical activities, aiming to improve the learning of mathematics by the students of the school-field internship. This other provision of the pedagogical activity we have based on the interconnection of the teaching knowledge necessary for the exercise of this particular activity that is teaching.