Redesignification of mathematics teaching: reflections from a focus group with training teachers Perguntar ao ChatGPT
DOI:
https://doi.org/10.17058/rea.v33i1.19800Keywords:
resignification of teaching, continuing teacher training, mathematics teachingAbstract
This article explores the redefinition of mathematics teaching through a focus group with three teacher trainers from the SEMED Field Teaching Directorate, in Marabá-PA. The research highlights that, as cultural and knowledge subjects, we mobilize our knowledge based on references built throughout our school career, since our early years. These experiences influence, directly and indirectly, the way we understand the process of teaching and learning. The educational process, permeated with possibilities, allows the redefinition of pedagogical practices, considering their different sociocultural dimensions reflected in everyday school life. The focus group discussions were organized into three thematic categories: relationship with mathematics, teaching mathematics and the difficulties faced in continuing education. The results show that, by aligning mathematics teaching with students' daily lives, teachers managed to make the subject more accessible and relevant. However, it was also identified that overcoming deficiencies in initial teacher training and the traumas associated with mathematics is a crucial challenge. The research concludes that continuing teacher training should focus on practices that give a new meaning to mathematics, making teaching more engaging, integrating school, everyday and scientific knowledge, and, therefore, more effective.
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