METODOLOGIAS ATIVAS, AVALIAÇÃO FORMATIVA E REFLEXÃO: ELEMENTOS CHAVE NA FORMAÇÃO INICIAL DE PROFESSORES DE MATEMÁTICA QUE ATUAM NA EDUCAÇÃO BÁSICA

Abstract

Initial teacher training is crucial for constructing a teaching identity and developing skills necessary for professional performance in Basic Education. This study analyzed the impact of the Pedagogical Practices in the Mathematics discipline at the State University of Rio de Janeiro, focusing on the final years of elementary school on the Mathematics teacher training course, using the narrative analysis methodology. Based on the work of six undergraduates, the results revealed significant changes in students' attitudes and practices about Mathematics teaching. Active methodologies, formative assessment, and reflection were highlighted as key elements in the training of undergraduate students. Active methodologies transformed students' attitudes, making classes more dynamic. Formative assessment was an element highlighted by course students as a differentiator in their training, showing the importance of the relationship between theoretical construction and the development of assessment practices. Furthermore, the feedback provided by the formative assessment contributed to the professional and personal growth of the graduates. Reflection on teaching practice, stimulated by the discipline, expanded the understanding of the role of the teacher for graduates. These results highlighted the importance of these topics in initial teacher training, highlighting their positive influence on the preparation of future educators. Furthermore, the subject motivated students to continue in the Mathematics degree course, as it motivated students to continue in their professional careers.

Keywords: Initial teacher training, Pedagogical practices in mathematics, Active methodologies, Formative assessment