Ana Cristina Ferreira

O lugar da matemática na licenciatura em matemática

This text, written primarily as a reference for discussion regarding the place of mathematics in prospective mathematics teacher education, in GT19 of the 35a Annual Meeting of ANPED (Brazil), consists of three sections. In the first, we raise a few possibilities regarding how to approach this theme; we stress its richness and breadth while arguing that the appropriate place for mathematics in mathematics teacher education must be considered simultaneously with the place of other kinds of schoolteacher professional knowledge. In the second section, we provide a synthesis of the perspectives presented in four papers, written as contributions to the debate that took place in the meeting. Finally, in the third section, we outline a theoretical framework that serves as the basis for situating the fundamental ideas in the development of the debate on the theme over the past three decades. Based on the framework, we also provide some considerations on the perspectives presented in the summarized works.

Mathematics Teacher Education: Synthesis and Perspectives of Research Developed in Brazil

This chapter considers projects developed by the working group on teacher education of the Brazilian Society of Mathematics Education and discussed at the sixth International Seminar of Mathematics Education. Twenty-six projects were presented in four areas of focus: teacher education in the initial stages of elementary education; knowledge necessary for teaching; narratives and texts enunciated by (future) teachers; education practices and practices of teacher educators. Initially we present briefly the projects, and, at the end of each focus area, we produce a synthesis looking for interconnections between the projects and international literature. We identified a multiplicity of focus points and methodological approaches, but also some fragilities and gaps. Our analysis indicates that some themes have been recurrent since the working group was founded in 2000 although with some theoretical references updated and expanded; others are emerging, such as concept study, and others remain absent, such as teacher professionalisation processes. Finally, we point out some particularities of the Brazilian studies that reveal involvement between the Brazilian scientific community and trends that mark the important practices of teacher education and the education of teacher educator.