Da prática do matemático para a prática do professor: mudando o referencial da formação matemática do licenciando

Abstract

The authors believe that the mathematical part of the curriculum of undergraduate courses in Teaching Mathematics in Brazil almost always reflect the perspective of the professional mathematician and not that of the Mathematics teacher at elementary and high-school levels. In this article they analyse the effects of such a distortion over the general organization of courses for prospective teachers and over the quality of the mathematical education offered to them. They suggest that the mathematical basis of the prospective teacher be developed so as to fully integrate with his future practice at school level, Such a change in view requires rethinking the contents to be emphasised in mathematical knowledge, which should be, moreover, organically interwoven with an approach that will best suit the interests of a Mathematics teacher. The following question, thus, poses itself upon research in Mathematics Education: what is the relevant Mathematics to form a Mathematics teacher?