Um olhar para as concepções de graduandos da licenciatura em Matemática: possíveis construções na identidade docente

Abstract

This research is justified by the desire to understand the role of the Philosophy of Mathematics in the process of training Mathematics teachers, as well as the importance of analyzing contexts, challenges and possibilities of teacher training from a philosophical approach. To this end, this work was guided by different theoretical approaches, coming from different fields of knowledge, in particular the field of Philosophy of Mathematics, which through the tensions of Absolutism and Fallibilism, generates epistemological reflections, from which the following emerge: How are they constructed? the conceptions about mathematics of these future teachers, considering both their confidence in teaching and their perception of the relevance and applicability of the subject? In this context, the primary objective of this research is to investigate the conceptions of Mathematics of teachers in initial training, based on the Philosophy of Mathematics. A study was carried out with a qualitative interpretative approach, of a descriptive nature, since this focus is justified by the fact that the meanings relating to the topic investigated will emerge from the understanding and interpretations present in the literature in the area. The research sought to explore the perception of the researchers Cury (1999), Ponte (1992), Thompson (1984) and Thompson (1992) and theories related to the formation of the concepts of mathematics and their teaching by the faculty, through a bibliographic review, document analysis and field research. The sample included five students enrolled in the 6th semester of the Mathematics Degree course, in which they responded with a semi-structured script. By investigating how the conceptions of the graduates on mathematics and their teaching are constructed, considering both their confidence in teaching and the perception about the relevance and applicability of the discipline, it was possible to identify the influence of various factors, such as personal experiences, academic formation and social interactions. Through data analysis, it was evident that the undergraduates' conceptions are multifaceted and can be influenced by different pedagogical and philosophical approaches, and it was evident that the passion for Mathematics is a common element among the interviewees, demonstrating an affinity and genuine interest in the subject. discipline since school years. Finally, the need for teachers to develop flexible pedagogical strategies and contextualized approaches to meet the varied needs of students is highlighted, always reinforcing the importance of a student-centered approach. This study aimed to contribute significantly to the field of teacher training in Mathematics, offering valuable insights into understanding undergraduate students' conceptions and their role in the construction of teaching identity.