REFLECTIONS ABOUT CONCEPTIONS AND PRACTICES OF TEACHING EDUCATION IN MATHEMATICS

Abstract

This work aims to reflect on concepts that permeate teacher training, in particular, of teachers who teach mathematics. We brought a theoretical dialogue and practical examples about a proposal called Shared Teaching Practices (PDC). We take works as reference that propose an affirmative perspective on teacher training in mathematics, attentive to the complex and specific demands of the professional teaching activity and that incorporates practice into training processes. We conclude that the paradigms of conceptions bring in themselves social effects and in the affirmative perspective we perceive the loss of the "fear of making mistakes" and the "fear of mathematics", in addition to providing the feeling that mathematics is, yes, for all people and not just for everyone that we call genius. This perspective still produces the effect of belonging, as undergraduates are able to perceive themselves as part of a process of training and development to exercise a profession: the teaching.

Keywords

• prática docente compartilhada
• perspectiva afirmativa de formação docente
• docência em matemática.