CONTRIBUIÇÕES DAS ANÁLISES PRELIMINARES DA ENGENHARIA DIDÁTICA NO CONHECIMENTO PROFISSIONAL DOCENTE DO NÚMERO INTEIRO RELATIVO

Abstract

The Mathematics teacher professional knowledge, anchored in the domain of knowledge objects and knowing how to teach them, has motivated the realization of research, whose results imply their understanding and expansion as a field of knowledge and perspectives for its development from initial teacher education. In this article, we will describe phase 1 (Preliminary Analyses) of a research, which aims to analyze the development of professional knowledge of Mathematics graduates on Relative Whole Numbers, in view of the teaching to be carried out in Basic Education. By adopting the theoretical-methodological perspective of Didactic Engineering, phase 1 aimed at making the undergraduate students aware of the epistemological, cognitive, didactic and also curricular dimensions of the Relative Integer Number. The results showed that teaching knowledge necessary to achieve curricular objectives, of the Relative Integer Number, was based on the understanding of its epistemological, cognitive, didactic and curricular aspects and that doubts and difficulties in any of these aspects can impair this reach. We conclude that these results are fundamental for the next phases of the research, according to methodological assumptions of Didactic Engineering and to achieve the objective of developing professional knowledge of the Mathematics teacher, since his initial formation.