Abstract

SOARES, Raíssa Caroline de Oliveira  and  JANUARIO, Gilberto. Reading and interpreting mathematical knowledge incorporated into an integrative curriculum material produced by undergraduate students in a supervised internship. Ciência educ. [online]. 2025, vol.31, e25014.  Epub Apr 09, 2025. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320250014.

The purpose of this article is to analize how supervised practicum students read and interpret mathematical knowledge in integrative curriculum materials. A focus group of five eighth-semester undergraduate mathematics students from a state university was formed to explore their understanding of the teacher's manual associated with the school’s practice materials. The study emphasizes the need for greater use of mathematical representations in some integrative projects as an educational resource. It also highlights the limitations in interpreting the guidelines regarding the cognitive demands of the tasks. The students’ participation in the focus group enhanced their understanding of a new teaching method that integrates mathematics with other subjects and contributes to curriculum development.

Keywords : Mathematics teaching; Higher education; Supervised training; Curriculum integration; Integrative educational projects.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf )