Teaching cases in the education of prospective mathematics teachers in Brazil: a systematic literature review
DOI:
https://doi.org/10.5212/PraxEduc.v.21.26225.073Abstract
This article aims to present what has been investigated regarding the use of teaching cases in initial mathematics teacher education, based on Brazilian doctoral theses and master’s dissertations, as well as articles published in Brazilian journals. To this end, a systematic literature review was conducted and, following the procedures adopted, nine studies were selected: two doctoral theses, one master’s dissertation, and six journal articles. Analysis of these studies identified their main areas of focus concerning teaching cases, which were then grouped into thematic categories. Based on the selected studies, the article highlights the potential of teaching cases for initial mathematics teacher education and points to possibilities for future research addressing their use in this context.
Keywords: Teaching cases. Mathematics education. Initial Mathematics teacher education.
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