História de vida relacionada ao ensino de matemática no estudo dos processos de mudança e desenvolvimento de professores

Abstract

The purpose of the research study was to identify teachers’ perceptions of their own development. That is, teachers’ perceptions of changes that occurred in their thought and/or practice over time and their perceptions of what kind of experiences of challenges might have influenced those changes. Teachers’ thought was interpreted as encompassing teachers’ knowledge end beliefs about mathematics, mathematics teaching, and mathematics learning. The discussion of teachers’ knowledge as concentrated on content knowledge, pedagogical content knowledge, and curriculum knowledge. Topical life history was chosen as a research methodology, focusing participants’ mathematics teaching life histories. Lasting changes occurred when teachers developed ownership in how to teach a content. Comprehensive changes occurred when teachers changed the view of their role as teachers.