Conceptions of mathematics teachers and their implications on teaching and learning mathematical knowledge

Abstract

The objective of this study is to analyze mathematics teachers' conceptions about teaching, the learning process and the relationship between mathematical knowledge and other disciplines. The research is qualitative in nature, using a semi-structured interview as a data collection instrument applied to ten mathematics teachers in Basic Education from public and private schools in Paraíba. The study has a multipaper format, consisting of two scientific articles. With the investigation carried out, different conceptions of mathematics were highlighted, such as utilitarian, problem solving, Pythagorean, Platonic, absolutist (formalist) and fallibilist. We observed that in both articles the teachers expressed their conceptions based on the situations they experienced, presenting reports that contribute to the reflection of other mathematics teachers and providing opportunities for relevant discussions about teaching. We consider it necessary for teachers to review and reflect on the beliefs that guide their pedagogical practices and the stance adopted in the classroom, with the aim of providing students with mathematics teaching and learning that prepares them for the challenges of today's society.