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The new generation of students, called "digital natives", is involved in the most varied types of technology, so promoting the use of technological resources during classes is an essential activity to generate good interaction and promote knowledge in a contextualized way. Thus, it is important to investigate the use of mobile applications, which are so accessible resources today, in the pedagogical practices of the mathematics education professional and to ascertain the teaching knowledge that are present in this process. In this sense, this paper aims to analyze the perception of academics of the degree course in mathematics regarding the use of mobile technologies for teaching functions in mathematics. After some activities involving families of functions, academics produced texts of opinion, the analysis of this material, in the light of Discursive Textual Analysis, revealed that the association of these technology resources promotes improvement in professional training, since the presence of essential knowledge related to teacher's profession is verified. [ABSTRACT FROM AUTHOR]

This paper aims to present a State of Knowledge of scientific production on teacher education in special editions and a Statistical Education journal. In the content analysis of the 17 selected articles, two categories were considered. In the first, which focused on the initial formation of the Mathematics teacher, researches emerged about the undergraduate curriculum, pedagogical strategies, and technological resources. While in the second, in which the continuous formation of the teacher that teaches Statistics was observed, investigations about formation courses, collaborative contexts, pedagogical activities, teaching perceptions and characterization of these profiles, have also emerged. We identified a leading role in studies about continuing education, especially through courses and collaborative practices. [ABSTRACT FROM AUTHOR]

This paper presents a part of a research whose objective was to present and discuss aspects of the use of proof-writing-in-phases with cheating as a teacher strategy in initial teacher training. For that, Realistic Mathematics Education was taken as an approach to teaching. The interventions inherent to the stages reduce the utility of cheating because they individualize the exam. Within the context of that teacher strategy, cheating misses its purpose, since the exam carried out in stages eliminates the rule of noncommunication. [ABSTRACT FROM AUTHOR]

This paper presents a qualitative study, exploratory study type, which aimed to understand which treatment is being given by researchers in the area of Mathematical Education to the research object defined as curriculum of Mathematics Degree courses. From this study it is possible to state that: (i) the understanding of the curriculum is from the perspective of the implementation of curriculum recommendations, not questioning what is the relevant knowledge in the initial teacher education; (ii) the use of prescribed official documents is common to all analyzed works, with the role of defining "what" and "how", knowledge should be treated; (iii) there is a quantitative increase in studies with the thematic curriculum of Mathematics Degree courses, especially after the publication of the DCNs for Teacher Training in 2002. [ABSTRACT FROM AUTHOR]

This paper is part of the process of research that the authors are making to better understand the motives s and possible methodological alternatives and teaching strategies that can be used in teaching and learning of Mathematics in Primary Education. The latest indices and sampling presented by government agencies have shown that mathematics related the results have not been very encouraging and that urgent actions need to be taken to reverse this scenario. From the term context, the authors begin the search process demystifying the term and its use. Present theoretical contributions, nurture moments of reflection to better understand the problem and offer methodological alternatives and didactic-pedagogical strategies that can be used in mathematics in compliance the request of students and in keeping with TDIC -Communication and Information Digital Technologies already present in everyday classrooms and mostly out of it. To contextualize this application and give greater significance, exemplifying through Digital Object Learning and suggest possibilities of use. [ABSTRACT FROM AUTHOR]

In this paper our objective is to revisit the trajectory of the Research Group "Mathematics Curriculum Development and Teacher Training", created in 2000, in order to contextualize their productions over about fifteen years operation and to identify, in this way, a collective process of knowledge production. The retrospective highlights the importance of collaboration and research on ways in which researchers relate, organize and convey information to each other. [ABSTRACT FROM AUTHOR]

In this paper it is discussed the potential of supervised training as a learning locus of \ in teaching, having the shared planning of actions as an organizer of mathematics teacher's activity in initial training. Discussions were made in light of the historical-cultural theory and the theoretical-methodological proposal of the Guiding Teaching Activities. Data were obtained by conducting a formative experiment with teachers enrolled in the Supervised Curricular Training Course II of the senior year of the Mathematics Bachelor Degree at the State University of Goiás -in Quirinópolis. It is noteworthy that the training process, structured in an organized teaching, based on a shared planning of educational actions allowed the following: the learning of mathematical concepts offered to students from the field school and the mathematics teacher pedagogical activity development in the school reality in which s/he was immersed. [ABSTRACT FROM AUTHOR]

Problem solving is a pivotal process to mathematical learning at school. In this paper, it is discussed the importance of this process and how to apply it in a classroom to promote mathematical reasoning. In a preservice teaching training context, two experiences were implemented in two different classes, one in preschool and other in a first grade class, in the Archipelago of the Azores (Portugal). It was studied the role of applying a step-by-step heuristic to help students to solve problems and the importance of using strategies which promote interaction and communication within students and students/professor to enhance the learning of the students. Finally, it is suggested how the selection of materials explicitly produced to a set predefined targets can contribute to a successful learning strategy. This is a qualitative research and it encompasses an experimental design. [ABSTRACT FROM AUTHOR]

This paper aims to present some data obtained from the graduated students of the Master of Vocational Education in Physics and Mathematics from the Franciscan University on the topic of Information and Communication Technologies (ICT) and the professionalization of teachers of physics. The data collection was done using a questionnaire applied to all graduated students of that course, 2010-2011. The results have showed that the graduated recognize the usefulness of ICT in their teaching activities and have high degree of interest in learning how to use them, but do not feel competent to use them in the classroom. [ABSTRACT FROM AUTHOR]

The paper presents a study about the frequency and purpose of use Information and Communication Technologies (ICT) in undergraduate courses in Mathematics. We conducted a field research and data were collected through questions applied to students of undergraduate Mathematics courses in presence and distance modes. We take for field research two institutions in the region of Ariquemes (RO). We highlight conclusions as: ICT is not used regularly to work out specific content in both modes of graduation; in the distance mode the use intended to provide interaction and communication and does not to improve the quality of teaching; in the presence mode are more used for homework. [ABSTRACT FROM AUTHOR]

This paper was produced from the reading of the texts presented to the GT19 -- Mathematics Education in 2013 in ANPED. As a foreigner in the field of Mathematics Education, the proposed of essay is to talk over the concepts of mathematics and mathematics education discussed and, from images, provide opportunities for dialogue between the discussions in GT13 -- Elementary Education, the positions taken by me under the Teacher Training and the growing field of Mathematics Education. [ABSTRACT FROM AUTHOR]

This paper aims to present part of a Case Study carried out in an Initial Training for Teachers of Mathematics, in the years 2010-2011, in order to contribute to the many actions done by those involved in the initial teacher's training in order to better prepare these professionals, in this important stage of formation. Having reformulated the course, Problem Solving (RP) came to be one of the new subjects, where the curriculum claimed to work with Trends in the Teaching of Mathematics. In this research, emphasis will be given to working with future teachers in this subject, focusing on Problem Solving as a teaching methodology in its theoretical and practical aspects. It is believed that teaching is a reflection of the experience of the teacher throughout his career and it is expected that experiencing different working methodologies in this stage of training future teachers are better prepared to work as teachers. After three semesters of work on the subject, it was found that prospective teachers were able to work with the methodology by extending it even to other contexts. [ABSTRACT FROM AUTHOR]

In doing teaching courses in Mathematics, we can see daily - between students and faculty - the perception that the Supervised summed up as only a moment in which students are sent to school and put into practice all the theory studied graduation. Search in this paper show that the supervised perception is not limited to the above: in fact, he has a strong pedagogical action in teaching practice, in which knowledge and skills essential to show the formation of future teachers, and its appropriate achieved a relevant factor in this training. We also emphasize the importance of preparing future teachers for the initial contact with the establishment of educational technologies and teaching appropriate for this use. [ABSTRACT FROM AUTHOR]