Integrating Extension Activities into the Curriculum of the Mathematics Teacher Education Program at UEPG: A Qualitative Study on the Early Experiences of Teacher Education Students

Authors

DOI:

https://doi.org/10.5212/Rev.Conexao.v22.27903.044

Abstract

The integration of extension programs into the curriculum is one of the major recent changes in Brazilian higher education, fostering closer ties between universities and society. This study analyzes the perceptions of mathematics education majors at UEPG regarding their initial experiences in extension courses. This is a qualitative, exploratory, and descriptive study based on the analysis of responses provided by students enrolled in the course “Introduction to Extension Practice.” The data were examined using content analysis and categorized a priori based on the five guidelines for university extension programs (FORPROEX, 2012). Our results show that pre-service teachers recognize extension courses as privileged spaces for teacher training, engagement with the community, and contextualized pedagogical practices. They highlight mathematics as accessible, playful, and socially relevant knowledge. We emphasize that the integration of extension into the curriculum contributes significantly to initial teacher education, strengthening the integration between the university and society.

Author Biographies

  • Marcos Teixeira Alves, State University of Ponta Grossa

    Professor na Universidade Estadual de Ponta Grossa (UEPG), Ponta Grossa, PR, Brasil. Doutorado em Matemática.

  • Scheila Valechenski Biehl, State University of Ponta Grossa

    Professora na Universidade Estadual de Ponta Grossa (UEPG), PR, Brasil. Doutorado em Ciências.

  • Ana Lúcia Pereira, State University of Ponta Grossa

    Professora na Universidade Estadual de Ponta Grossa (UEPG), Ponta Grossa, PR, Brasil. Doutorado em Ensino de Ciências e Educação Matemática. 

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Published

2026-10-26

Issue

Vol. 22 No. 1 (2026): Publicação Continua

Section

ARTIGOS

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