Educação em Revista
Print version ISSN 0102-4698On-line version ISSN 1982-6621
Abstract
SILVA, Diva Souza and ARAUJO, Jussara de Loiola. TRAJECTORIES OF MATHEMATICS TEACHER EDUCATION IN DISTANCE COURSES: AMONG KNOWLEDGE, EXPERIENCES AND NARRATIVES. Educ. rev. [online]. 2019, vol.35, e174316. Epub Mar 12, 2019. ISSN 1982-6621. https://doi.org/10.1590/0102-4698174316.
This paper presents results of a research that had as goal to narrate and analyse, in a critical perspective, the experience of teachers’ distance education in Mathematics, a situation in which the knowledge from teaching practice and the one acquired in higher education met. At the time, the student-teachers, who were subjects of the research, were already Mathematics teacher in Basic Education and, at the same time, pursued an undergraduate degree in teaching with a focus on Mathematics at the Open University of Brazil (UAB). The theoretical dialogue proposed here comprehend Mathematics teacher education, the knowledge mobilized in the teaching constitution and the formative path through distance learning. The investigation followed a qualitative approach and a research method called ‘narrative research’, inspired by Clandinin and Connelly (2000) and Bolivar (2002). The empirical material involved questionnaires, interviews, training memories and observations of the subjects’ educational path. The meanings that they gave to their distance education, such as the search to ‘presentify absences’, in addition to the theoretical legitimization of elements treated in teaching, the certification itself, tensions and disagreements are some of the considerations found in this research.
Keywords : Mathematics Teacher Education; Mathematics Education; Teachers knowledge; Narratives; Praxis.