Memórias, experiências e formação de uma professora que quer ensinar matemática

Abstract

The mathematical component over the past decades has undergone intense curricular reforms. Many teachers do not receive teacher training that would work with a discipline in order to develop appropriate learning for children. During my experience at school, mathematics was treated as a discipline in which I was instigated to memorize and memorize, often transforming it into a monotonous class and without any relation to everyday life. Now, as a future teacher, I ask myself, how can I use what I have not always learned? Through a narrative (auto) biographical research with a qualitative approach to research in education, I presented records about my experience with mathematics in elementary school I and II, high school, academic in Pedagogy at the State University of Amazonas and in internships, mandatory or not, in order to identify how this experience with mathematics is related to my education as a teacher in the years of beginning of elementary school. Throughout the research, I identified that the knowledge of teachers is not only built in universities, but is intertwined with various knowledge from society throughout our lives and directly affects the way we see and understand disciplinary knowledge. Understanding this is very important for us to critically reflect on the future professionals that we will be or that we already are. The information points out that polyvalent teachers are, in general, trained in a context with little emphasis on approaches that give priority to the current trends in mathematical knowledge and therefore many leave mathematically unprepared and end up repeating the same methodological processes to which they were exposed.