PARTICIPATION IN PROGRAMS AND PROJECTS DURING INITIAL EDUCATION: CONTRIBUTIONS TO THE PRACTICE OF BEGINNING TEACHERS WHO TEACH MATHEMATICS

PARTICIPATION IN PROGRAMS AND PROJECTS DURING INITIAL EDUCATION: CONTRIBUTIONS TO THE PRACTICE OF BEGINNING TEACHERS WHO TEACH MATHEMATICS

Authors

  • Marta Cristina Pozzobon Universidade Federal de Pelotas
  • Camila Pinto Aires UFPEL- Universidade Federal de Pelotas

DOI:

https://doi.org/10.34179/revisem.v9i4.19956

Abstract

The article discusses the contribution of participation in programs and projects, in initial teacher education, to the practice of beginning teachers who teach Mathematics. The data was produced by a questionnaire on Google Forms answered by fourteen beginning teachers, who teach Mathematics in the final years of Elementary School. The results and analyses are organized into the categories and subcategories: a) “contact with the school”, which involved teacher education and formation, learning practical knowledge, and reflection on theory and practice; b) “contributions to teaching,” which addressed ways of teaching, students’ difficulties, experiences with teaching, the desire to practice teaching, among others. It is noteworthy that participation in programs and projects contributed to teacher formation; career choice; learning practical or professional knowledge; learning about ways of teaching and students’ difficulties.

Keywords: Beginning Teacher; Teaching Mathematics; Education; School.

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Author Biographies

Marta Cristina Pozzobon, Universidade Federal de Pelotas

Doutora em Educação pela Universidade do Vale do Rio dos Sinos (UNISINOS). Pós-doutoramento em Educação pela Universidade de Lisboa, Portugal. Professora dos cursos de Licenciatura em Matemática e Mestrado em Educação Matemática, do Programa de Pós-graduação em Educação Matemática na Universidade Federal de Pelotas (UFPel). Líder do Grupo de Pesquisa: Grupo de Docências, Formação e Educação Matemática (GDFEM). Realiza pesquisa em Educação Matemática, formação e docência(s) de professores que ensinam Matemática na Educação Básica.

Camila Pinto Aires, UFPEL- Universidade Federal de Pelotas

Discente do Curso de Licenciatura em Matemática na Universidade Federal de Pelotas (UFPEL). Participou do Programa Institucional de Bolsas de Iniciação à Docência (PIBID), entre outubro de 2020 e março de 2022. Atualmente integra o Projeto de Pesquisa "A Constituição da docência do professor iniciante que ensina Matemática nos anos finais do Ensino Fundamental".

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Published

2024-12-20

How to Cite

Pozzobon, M. C., & Pinto Aires, C. (2024). PARTICIPATION IN PROGRAMS AND PROJECTS DURING INITIAL EDUCATION: CONTRIBUTIONS TO THE PRACTICE OF BEGINNING TEACHERS WHO TEACH MATHEMATICS. Revista Sergipana De Matemática E Educação Matemática, 9(4), 90–106. https://doi.org/10.34179/revisem.v9i4.19956

Issue

Vol. 9 No. 4 (2024): Revista Sergipana de Matemática e Educação Matemática

Section

Mathematics Education

License

Copyright (c) 2024 Marta Cristina Cezar Pozzobon, Camila Pinto Aires

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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