Competências na formação inicial de professores: Do recurso Tangram à produção de documentos para o ensino de Geometria

Abstract

In this research, we brought the theme of professional teaching competences in the initial training of Mathematics teachers. We outlined as a general objective to investigate professional competences necessary for the training of undergraduates related to the planning of mathematics classes with Tangram for the 6th year of Elementary School. To reach the general objective, we elaborated three specific objectives: to identify knowledge and initial difficulties of the undergraduates in the process of building a proposal for teaching mathematics with the Tangram resource; conduct Training Actions based on identified needs that allow graduates to reflect on the planning of classes with Tangram; categorize knowledge, skills and attitudes of undergraduates related to lesson planning with Tangram in the Training Action. The development of the research took place according to the following stages: stage 1 - Diagnosis of the students' prior knowledge; stage 2 - Training Action: research on Tangram and didactic activities for teaching Mathematics; step 3 - Training Action: Planning and presentation of lesson plans with Tangram; step 4 - Collaborative completion of a plan based on an experienced class. Thus, the research is classified as qualitative, exploratory and collaborative, according to the approach adopted, the objectives and data collection procedures, respectively. To assist in the identification of inferred competences, we created categories to differentiate competences according to planning elements, they were mathematical object; goals and skills; methodology and strategies; resource (tangram) and evaluation. For each of these categories, we create competencies that address the dimensions of professional knowledge, practice and engagement. The collaborators of this research were the 11 (eleven) students who attended the Supervised Stage II in the course Degree in Mathematics at the Federal University of Paraíba - UFPB. As a result, we raised a set of competencies considered necessary for the teaching activity of planning a lesson with Tangram. These competences were inferred from the difficulties and knowledge of the undergraduates, as well as from the competence reference for the initial formation of teachers. As a result, we present a total of 19 (nineteen) competencies distributed between the Tangram resource 7 (seven) and the other elements of the teaching planning 12 (twelve) in the three dimensions knowledge, practice and professional engagement