A reflexão na construção dos conhecimentos profissionais do professor de matemática em curso de formação inicial

Abstract

The aim of this paper is to show how distant reflection about learning (what e how to teach) can contribute to build the teacher’s professional knowledge to instruct mathematics to the elementary school. As its context is theoretical and methodological intended to the elementary school, this work tries to analyse how reflection contributes to the knowledge and to the previous experiences of the students-teachers. The reflection comprehends concepts of teaching and learning of mathematics, the historic, social and epistemological nature of this science, the negative beliefs of students-teachers towards this subject and the learning of mathematical concepts. The data we have and analyse are the ones collected by the students-teachers. They are presented like reflective diaries made a posteriori after they own apprenticeship. Thorough the interpretative analyse of the data we see the path of the reflection and its contribution to the development of the students-teachers knowledge. This anlyse shows that the reflection about our own learning makes us aware of it and re-elaborate it, so it has as a result the construction of the new personal and professional knowledge.