Abstract

CREMONEZE, Marcielli de Lemos  and  CIRIACO, Klinger Teodoro. Future teachers in a study group and their learning about problem solving. Rev. Diálogo Educ. [online]. 2023, vol.23, n.79, pp.1391-1408.  Epub Feb 22, 2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.079.ao02.

In this article, we share the results of a master's investigation in Mathematics Education, defended in the Postgraduate Program in Mathematics Educations of the Federal University of Mato Grosso do Sul (PPGEduMat/UFMS), whose focus resided in understanding learning of future teachers of the initial years in collaboration movement in a group of studies that were dedicated, at the time of the research, to solving problems. To this end, with a qualitative approach, we validated information produced via interaction in reflective sessions with a group of collaborative nature. As a theoretical reference, we discuss the training for teaching Mathematics present in Pedagogy courses, the insertion in collaborative environments as a practice of teacher training, as well as some ways to do mathematics in the classroom, among which we place greater emphasis on solving of math problems. In light of their experience, the results indicate that: 1) when interacting with experienced teachers, students in initial training constituted pre-professional knowledge when they reflected on teaching Mathematics Education in the early years; 2) there was a change in attitude towards the subject based on the questioning of the pedagogical practice; and, finally, 3) the negotiation of meanings, due to collaboration in the group, also enabled the expansion of the didactic-pedagogical repertoire. In summary, as teachers and researchers, we highlight the defense of educational action in environments that allow dialogue with children, pedagogical practices that prove to be emancipatory for the subjects and unfold visions that transcend the obvious of our limitations, from the point of view of knowledge [and mathematical knowledge].

Keywords : Study group; Teaching knowledge; Problem solving in the early years..

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