Abordagem CTS e ensino de matemática crítica: um olhar sobre a formação inicial dos futuros docentes

Abstract

The present work reports and discusses an experience of use of CTS approaches (science, technology and society) and mathematics Score in training teachers of mathematics for high school. The experience also inspired search techniques and procedures, action was held with students of the degree course in mathematics at the State University of Paraíba (Campus IV, Monteiro-PB), in the context of the curricular component pedagogical practice in the teaching of Mathematics IV. The intervention on the basis of the assumptions of CTS training and mathematics Criticizes took after checking the understanding of teaching practice expressed by students in the first moments of discipline. As a result if obtained a differentiated reading, math education a major attempt to appreciate the everyday-life and science-lesson plans with detailed proposals for the contextualization of content.