Arguments production for some “why” of future mathematics teachers
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Abstract
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.
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