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Primary teacher education and Mathematics Education: contributions to in-service teachers from their engagement in landscapes of investigation
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Orientador(es)
Resumo(s)
Within the scope of research in mathematics education, teacher education to primary schools has been a particular focus of study. Some studies has shown that there is little space in the programmes of initial teacher education for the deepening of mathematical content, given the polyvalent nature of the formation of these teachers (Curi, 2013). Researchers argue that this is due to the idea that mathematics taught in primary schools goes just slightly beyond the domain of the four mathematical elementary operations. Consequently, such operations are rated as knowledge already internalised by future teachers, since, to enter their course or university programme, they had to have completed secondary school, which would guarantee the proficiency in these mathematical operations. This situation restricts the education of these professionals, contributing to the creation of negative feelings towards mathematics, which does not provide opportunities to experience research and mathematical discovery processes (Julio & Silva, 2018). Moreover, this situation
does not favour the exploration of mathematical content from critical discussions aimed at its pedagogical use in understanding emerging social problems, such as social inequalities, climate and environmental changes, and violence (Gutstein, 2018). As a consequence, many primary school teachers, especially those at the beginning of their careers, do not feel prepared to work with mathematics beyond
raditional teaching strategies, which leads them to seek subsequent education in this direction. Although this situation is known and remarked upon in the literature on mathematics education, there are few studies specifcally aimed at understanding how such teachers learn and implement investigative tasks that allow for the treatment of social issues in their mathematics classes as a result of their engagement in continuing education practices. The main objective of this research is to understand from the perspective of Critical Mathematics Education how in-service primary school teachers using a methodology of landscapes of investigation are involved in the study and development of teaching tasks. Critical Mathematics Education is concerned with questions related to mathematics education such as its connection with issues such as equity, social justice, classroom dialogue, project development, and inclusion (Skovsmose, 2023). Working with landscapes of investigation in the classroom has been shown to be a way to address these concerns. They have also been shown to be a way to address the development of meaningful activities in the classroom that favour the construction of mathematical concepts and ideas. From a methodological point of view, to achieve both the general and specific objectives of this study, we use a case study methodology with a qualitative approach (Yin, 2018). we will analyse teacher engagement in a continuing education course aimed at Portuguese primary teachers. In this formative practice, developed in 75 hours and in four stages, we will explore the creation and development of tasks based on the landscape of investigation in mathematics classes. Our study is in the initial implementation phase. We are currently working on the planning the teacher education course that will be carried out with teachers who work in primary schools from the Lisbon area, Portugal.
Descrição
Palavras-chave
Teacher education Critical mathematics education Primary school teachers Landscapes of investigation Mathematics education
Contexto Educativo
Citação
Silva, G. H. G. & Ponte, J. P. Primary teacher education and Mathematics Education: contributions to in-service teachers from their engagement in landscapes of investigation. In: proceedings book: Porto International Conference on Research in Education (2024) - ICRE2024 (pp. 371)