Um ensaio teórico sobre os conhecimentos profissionais do professor de matemática em um processo de formação inicial

Abstract

This research deals with the theme that involves the professional knowledge of the mathematics teacher in the initial training process. The general objective of this research is: to understand the types of professional knowledge of the mathematics teacher proposed by Shulman (1986, 1987), Ball, Thames, Phelps (2008) and Carrillo et al. (2013, 2018). The specific objectives are: (1) Identify the types of professional knowledge of the mathematics teacher proposed by Shulman (1986, 1987), Ball, Thames, Phelps (2008) and Carrillo et al. (2013, 2018); (2) Understanding the types of professional knowledge of the mathematics teacher proposed by Shulman (1986, 1987), Ball, Thames, Phelps (2008) and Carrillo et al. (2013, 2018); and (3) Analyze the types of professional knowledge of the mathematics teacher proposed by Shulman (1986, 1987), Ball, Thames, Phelps (2008) and Carrillo et al. (2013, 2018). The justification is given by the need to think about the initial formation of the mathematics teacher based on the professional knowledge for the mathematics teacher proposed by the literature. The methodological referrals were organized according to the assumptions of qualitative research. In the scope of the qualitative approach, we can say that this work has a theoretical approach called “Teacher's Thought” and a methodological approach like “Theoretical Modeling Research” (BARBOSA, 2018). The analyzes were carried out based on the relationships between the three theories mentioned above, articulating them with some aspects related to the Licentiate Degree in Mathematics. The results point to the need to discuss the initial training of the Mathematics teacher based on professional knowledge of this and for this professional.