Arguments production for some “why” of future mathematics teachers

Authors

DOI:

https://doi.org/10.5212/OlharProfr.v.22.0016

Keywords:

Mathematical Why. Proccedings. Teachers Formation.

Abstract

The curiosity manifested in form of questions is a rich and important factor for learning. Proccedings, results and mathematical formulas accepted and reproduced by teachers as an automated way, are often received with strangeness by students, moments when the “why” are released, however the teachers aren’t always ready to answer. The purpose of this article is to build justifications for some mathematical “why” from future mathematics teachers and serve as support and reference for students, teachers and researchers. Throughout the text are developed four “why” based on registers and referrals that are used and developed in the classroom with future mathematics teachers. At the end, it is concluded that to work “why” in teacher formation contributes to the development of student’s responsible and investigative posture and future teacher and to the change in view about Mathematics.

Author Biographies

  • Juliana Alves de Souza, Federal University of Mato Grosso do Sul

    Licenciada em Matemática pela Universidade Federal de Mato Grosso do Sul (UFMS), Mestre em Educação Matemática pela mesma Universidade; Doutoranda do Programa de Pós-graduação em Educação Matemática da UFMS. Integrante do Grupo de Pesquisa GEPEMA (Grupo de Estudo e Pesquisa em Educação Matemática e Avaliação) da Universidade Estadual de Londrina (UEL). Atualmente é professora do quadro efetivo do Curso de Licenciatura em Matemática da UFMS, Campus de Aquidauana.

  • Claudio Eduardo Pupim, Universidade Federal do Mato Grosso do Sul

    Possui graduação em Matemática pela Universidade Estadual de Maringá (2005), créditos completos do mestrado acadêmico em Maringá (2005 e 2006) e mestrado em Matemática pela Universidade Estadual de Mato Grosso do Sul (2013). Atualmente é professor efetivo da UFMS, Campus de Aquidauana.

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Published

2020-04-29

Issue

Vol. 22 (2019): Caderno Temático: "Estágio Curricular de Docência na Educação Infantil: perspectivas e práticas"

Section

Artigos em fluxo contínuo

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How to Cite

Arguments production for some “why” of future mathematics teachers. Olhar de Professor, v. 22, p. 1–17, 29 Apr.2020.