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A Proposal of Training Cycles for Critical Mathematics Education to Prospective Mathematics Teachers
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Resumo(s)
Critical Mathematics Education (CME) can be understood as an expression of concerns and hopes regarding Mathematics Education, representing a socio-political force capable of effecting social changes (Skovsmose, 2023). In Brazil, CME has supported the development of research on various fronts. One of these fronts relates to prospective mathematics teachers for the secondary level. However, studies have highlighted the limited space in preservice programs for addressing and discussing CME concerns (Civiero, 2016), even though there is a demand in the current Brazilian curriculum for practices that support students from elementary to secondary levels in developing critical and investigative thinking in mathematics classes. Pedagogical work with landscapes of investigation is one way to foster CME concerns in the mathematics classroom (Silva et al., 2021), as it offers students opportunities to engage in investigative processes, establish dialogic interactions in the classroom, and critically reflect on sociopolitical issues (Skovsmose, 2023). In the ongoing study highlighted here, we propose a training model called "Cycles of Training for CME" and seek to understand how five prospective mathematics teachers engage in the study, development, and elaboration of landscapes of investigation with high school students through these cycles. In this particular text, we emphasize our proposal for a teacher training cycle for CME, consisting of four stages, detailed below. This model was employed in a program where prospective teachers can develop activities with a partner from a public school, under the supervision of a teacher-trainer from their undergraduate program and a teacher-supervisor from the school.
The first stage encompasses the theoretical study of critical mathematics education ideas related to landscapes of investigation. Prospective teachers are stimulated to engage in tasks with this perspective related to mathematical concepts, semi-reality, and reality (Skovsmose, 2023). The second stage involves the collaborative planning of one or more lessons based on landscapes of investigation-based by prospective mathematics teachers. This is a moment when the team evaluates the mathematical content covered in the classroom from school-partner and constructs landscapes of investigation based on these needs. The teacher-trainer and teacher-supervisor support this phase by guiding students in creating pedagogical materials, for instance, that will be utilized. Additionally, during this stage, prospective teachers "test" the proposals they have developed with their peers and often strive to anticipate unforeseen situations that may arise due to unpredictability. The classroom tasks are implemented in the third stage, with the support of a teacher-supervisor, either individually or with the participation of the teacher-trainer and team members. It is crucial to observe student learning, reflect on the approach taken in the classroom, identify challenges and opportunities,
among other considerations. Finally, in the fourth stage, there is collective reflection on the practice carried out within the training context. At this point, everyone shares their experiences, reports the dynamics applied in the classroom, highlights key outcomes, and assesses areas for improvement, change, or continuation. Participants also discuss their difficulties and what proved significant in the lesson, receiving feedback and suggestions, among other aspects. Once the four stages are completed, a new cycle can be initiated, considering previous experiences. The beginning of this new cycle can take place in the collaborative planning stage or through the exploration of different investigative tasks approaches, with or without new theoretical discussions. In this way, the CME training cycle we propose not only consists of reconfiguring a practice but also involves constant selfreflection, addressing CME concerns and contributing to prospective teachers' reflections on their own practices, the stance adopted in the classroom, the role of mathematics in individual training, among other questions, from the perspective of CME.
Descrição
Palavras-chave
Teacher education Critical mathematics education Landscapes of investigation Cenários para investigação Mathematics education Educação matemática Primary school teachers Primary school teacher education
Contexto Educativo
Citação
Silva, G. H. G. & Santiago, M. F. M. (2024). A proposal of training cycles for Critical Mathematics Education to prospective mathematics teachers. In: proceedings book: 2nd International Conference on Math Education and Technology 2024 (ICMET2024) (pp. 53-54))