Fascínio da técnica, declínio da crítica: um estudo sobre a prova rigorosa na formação do professor de matemática

Abstract

The question guiding this research arises from the author’s experience as a professor of university courses for mathematics teachers: what is the meaning of rigorous proof in the training of mathematics teachers? The first part provides a review of the literature o proofs and teacher training. The testimonies of nine professors who are researches in Mathematics and Mathematics Education and who also have experience as trainers of teachers were analysed qualitatively, using a phenomenological approach: the qualitative research of the “situated phenomenon”. This approach yielded two “open categories”, both affirming that rigorous proof is an important factor in the training of mathematics teachers. However, the categories affirmed this importance from two distinct perspectives: a technical one and a critical one. These perspectives are different by nature: they have distinct conceptions of “Truth” and are rooted in distinct areas of scientific knowledge. Our understanding of the phenomenon studied is compared with the literature reviewed, elucidating these perspectives and discussing some possibilities of working with rigorous proof in the training of mathematics teachers.