Search

This article focuses on initial teacher education, in the development of teaching study tasks, especially related to the end-of-course work. The research question is: Which reasons support the mathematics undergraduates' choices for the theme and development of the end-of-course work? In connection with the problem, this research analyzes the reasons that justify undergraduates' choices in the production of that work. The text is based on historical-cultural theory, with emphasis on the psychological and didactic principles of activity theory, on the development of students' reasons and meanings when faced with the social meanings of initial education. The methodology is developed through a formative pedagogical intervention carried out with two mathematics undergraduate students. The data production has an empirical reference in the transcripts of interviews and moments of collective advice for the development of academic work materialized in article format. The analysis is carried out from the perspective of historical-dialectical materialism, which demonstrates results through the reasons that lead students to create meanings of their experiences in the development of initial training, especially during the training processes throughout graduation. In addition to these cases, the persuasion of peers was also observed, demonstrating relationships on the theoretical-methodological/ideological orientations in their perceptions about the pedagogical activity in the interventions carried out. [ABSTRACT FROM AUTHOR]

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we report the experience of a mathematics teacher educator, who is a mathematician, while teaching the Euclidean Division Algorithm Theorem in a Number Theory course for prospective mathematics teachers. Considering that the knowledge of a Mathematics teacher is specialized, from the perspective of the Mathematics Teachers' Specialised Knowledge model, we intended to identify which knowledge is mobilized when the teacher educator addresses this algebraic result. Some activities were conducted by the professor in an attempt to understand how the prospective teachers performed the division of integers before, during, and after knowing the theorem; our analysis focuses on these different moments. Regarding the prospective teachers' knowledge, it was possible to observe, primarily, knowledge related to procedures involving the algorithm. However, throughout the conducted activities, they were able to establish different connections concerning the Euclidean Division Algorithm Theorem. About the teacher educator, we emphasize that his mathematical and pedagogical knowledge, combined with the goal of effectively prepare future Mathematics teachers, has the potential to promote specialized knowledge in the prospective teachers regarding the subject matter. [ABSTRACT FROM AUTHOR]

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to investigate and map the scientific production of research carried out in the area of Statistical Education published in the annals of the International Seminar of Research in Mathematical Education - SIPEM in the Working Group - Statistical Education (GT12) of the Brazilian Society of Mathematical Education (SBEM) in the last eighteen years. The choice of this event is due to its importance for the research area of Mathematical Education and Statistical Education. In this sense, a research was developed that allowed to systematically categorize and map the 61 works published in GT12 - Statistical Education - presented in all editions of the event carried out so far, to identify thematic trends, researchers, institutions and content addressed. Its was identified 5 thematic focuses and 20 thematic subfocus. It was evidenced that the greatest number of papers presented at the event come from the Postgraduate Studies Program in Mathematics Education of Pontifícia Universidade Católica de São Paulo followed by Universidade Federal de Pernambuco and by Universidade Cruzeiro do Sul. [ABSTRACT FROM AUTHOR]

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper is the result of a theoretical study and its aim to present the ideas and principles of Realistic Mathematics Education (RME) - the Dutch approach to teaching and learning mathematics. The RME is subject of GEPEMA's research - Group of Study and Research in Mathematics Education and Assessment - and supports their theoretical perspective with regard to the teaching, learning, and assessment processes. This article presents aspects of RME's context and the general principles. As a result, we present an overview of the six principles for RME, which are discussed in this paper. An intention is to promote research by the dissemination of the main ideas of this approach. [ABSTRACT FROM AUTHOR]

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As teacher educators involved in the initial education of prospective Early Childhood Education teachers, we observe evident signs of the monumentalistic paradigm (visiting some pre-stablished works in Mathematics as well as in Didactics of Mathematics) when the education of teachers is structured following the traditional scheme lecture-practice. In this paper, we aim at clearly identifying the challenge of a functional education of prospective teachers, formulating it as a research problem within the ATD, and exploring the potential of the lesson study device as tool to develop prospective teachers' praxeological equipment as responses to live and authentic professional questions. We will describe de design of such device, for the case of the initial education of prospective Early Childhood Education teachers around the teaching of numbers and numbering. [ABSTRACT FROM AUTHOR]

In this paper, we discuss some aspects presented by visually impaired students about their inclusive schooling focusing on mathematics. Four subjects, current higher education students, answered semi-structured interviews we prepared guided by a script of questions constructed with subsidies from a previous bibliographic review. In the analysis, we used the assumptions of content analysis, and to expose our results, we used categories listed through the convergences existing in the statements of the respondents. The categories identified were: the teaching differentiation of school content and activities between visually impaired and sighted students; the teachers' lack of knowledge of the educational needs of the visually impaired student; negligence/omissions in teaching visually impaired students, including their learning; isolated attempts at teaching support as a reflection of the lack of broader collective school work. [ABSTRACT FROM AUTHOR]

In this paper, we present some results of two study and research path (SRP) implementations which begin with a question related to mathematics and economy. We consider primarily the characteristic didactic gestures of an SRP, called dialectics. They are described qualitatively and then bivariate statistical technics are used to establish possible associations between them. The so-called didactic gestures of reading and writing are the ones most associated with those of the study and research and to go intoout the mathematics and the economy, and also to establish which knowledge to study and how, in order to answer the derived questions in the SRP. [ABSTRACT FROM AUTHOR]

In this article we reflect on the representation records that intervene in the study of curves and surfaces, as reference mathematical objects, exploring the Sieve-Geometric technique. For this, we analyse the GeoGebra software and the practices of the students of a Master course in Mathematics Education to solve a problem using the paper/pencil environment. The results show that students have mastery of their geometric thoughts in the treatment of objects in the two-dimensional plane, but present difficulties in the representation of geometric objects in three dimensions, which are manifested in the inadequate mobilization of geometric thoughts on the curved and surface sieve, delimiting the geometric object involved in the problem, both in Spatial and Analytical Geometry. [ABSTRACT FROM AUTHOR]

This paper aims to make discussions about the Potential Didactic Contract (CDP), which refers specifically to the Didactic Contract present in the textbook approach. This contract is not originally defined in the literature, and its definition is a contribution of this study. We consider that the Textbook is written as a function of teacher and hypothetical students, having intentions on how knowledge should be negotiated in the classroom. Based on this assumption, we propose the definition of contractual elements, already discussed in the literature, from the perspective of the Book. Didactic, that is, expectations, potential contract rules, evidence of breaches and evidence of contract effects. The Potential Didactic Contract presents a fruitful field for the investigation of the Textbook from the perspective of the Didactic Contract. [ABSTRACT FROM AUTHOR]

The objective of this paper is to present a characterization of algebraic competence articulated in levels and development indicators. This characterization was used to analize the mathematical practice of inservice teachers of mathematics. Through a qualitative and exploratory research design, the algebraic competence in the teachers on high school (with students between 16 and 19 years old) is investigated and described. The results suggest that teachers present inconsistencies when solving tasks that demand a level three of algebraic competence, so the articulation of training programs based on this proposal will contribute to the development of algebraic competences in teachers of mathematics. [ABSTRACT FROM AUTHOR]

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]

The article offers information on the fourth issue of the journal Educação Matemática Pesquisa published in 2023. Topics include the celebration of the 25th anniversary of the Postgraduate Program in Mathematics Education at PUC-SP and the achievement of the Qualis A1 award in the Quadrennial 2017-2020 evaluation. The thematic issue, proposed by the GT13 - Difference, Inclusion, and Mathematics Education Working Group of the Brazilian Society of Mathematics Education.

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we present a methodological proposal of the design of an SRP, based on the paradigm of questioning the world and inspired by the methodology for the design of didactic activities based on mathematical modeling Consuelo Macias (2012). The analysis of a course of automatic control turns out to be a key element to determine the generatrix question that motivates the SRP. The analysis a priori shows the form in which the students might develop three stages of SRP and to use the differential equations to control the speed of an engine of direct current. The methodological proposal for the design of an SRP, it is considered to be useful for the vocational training. [ABSTRACT FROM AUTHOR]

The aim of this paper is to present partial results of an ongoing study, which investigates the teaching of polynomial factoring through analysis of didactic and mathematical praxeologies, institutional and personal relationships developed for their study, based on Brazilian official documents and textbooks for future intervention with a group of mathematics teachers and high school students. We take as theoretical foundation the anthropological theory of the didactic and as a methodology, study and research paths (SRP) by Chevallard and collaborators. [ABSTRACT FROM AUTHOR]

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators' pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators' PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers. [ABSTRACT FROM AUTHOR]

In this paper, we seek to identify some elements of a professional teaching logos regarding rigour and point out an axiological dimension of this logos. In contrast to a more autonomous approach to rigour in the field of mathematical production, many teachers' justifications to their expectations about rigour are based on ethical or aesthetical grounds. The exploration of a possible link between this axiologisation of rigour and the social reproduction of the profession of mathematics teacher is also considered. [ABSTRACT FROM AUTHOR]

The paper approaches the digital technologies use perspectives in the mathematics teacher initial education with emphasis on professional practice in basic education. The analysis was guided by theoretical perspective of technological, pedagogical and contend knowledge of Mishra e Koehler. Thus, we realize the investigation in the course of Mathematics Licentiate of a federal public university of the State of Santa Catarina, Brazil, on which examined institutional curriculum documents and teaching plans of all disciplines. Furthermore, we examined empirical material constituted from questionnaires and interviews realized with teachers and students. The results pointed four perspectives of articulation of the technologies to de pedagogical and content knowledge. The analyses and discussion about these perspectives indicate that the articulation between pedagogical, technological and content knowledge in the formative activities contributes to the teacher initial education in direction to professional practices changes. [ABSTRACT FROM AUTHOR]

This paper approaches sections of three master's researches related to the Research Group Potentializer Environment for Inclusion (API - Ambientes Potencializadores para a Inclusão) from São Paulo State University (UNESP), Presidente Prudente/SP. Researches portrayed are based on theoretical perspectives based on authors such as Schlünzen, Mantoan, Friend and Cook, Lorenzato and others, who advocate the consolidation of an inclusive school that appreciates differences and seeks collaborative work between teachers. The researches methodological approach is qualitative intervention type, based on authors such as Bogdan and Bicklen and Minayo. Results evidence that the inclusive teaching practice in Mathematics Education is the one that develop collaborative strategies between Special Education teachers and Mathematics teachers, based in problem resolution and project structuring. [ABSTRACT FROM AUTHOR]

This paper have to aims to analyze and present the possible results of the Polyhedra's praxeology teaching, evidenced as geometric solid, proposed in a didactic book (LD) of mathematics from the Second year of High School. For this, we adopted as Institutional Analysis & Didactic Sequence methodology. As theoretical foundation, support the Anthropological Theory of Didactics, in its praxeological and ecological aspects, aiming to identify the different types of tasks, techniques, technologies and theories present in the Polyhedron's praxeology. The results show that the work of the authors of the DB reveals a complete usual praxeological organization of Polyhedron, starting from the presentation's theoretical of the proposed contents. The tasks' types presented are based on the direct application of techniques presented in the praxis block. Emphasizing that DB is one of the didactic resources of excellence for research in Mathematics Education, in the sense that the Researchers and Teachers can know it better from a praxeological analysis. [ABSTRACT FROM AUTHOR]

The purpose of this research was to identify and analyze the scientific publications, national and international, about the pedagogical strategy of the flipped classroom in the teaching of Mathematics. The study retrieved 16 papers, covering investigations in the contents of Calculus, Numerical Methods and Linear Algebra. Other searches showed the inversion of the classroom in the reduction of anxiety and also in the use of this proposal by teachers of Mathematics. Such mapping indicated a limited number of publications, from 2014 to 2017, with only five journals. Therefore, it is considered necessary new searches that can discuss the flipped classroom and the influences of this one in the teaching of Mathematics. [ABSTRACT FROM AUTHOR]

This paper aims to discuss mathematical legitimacies as an answer to some questions about "mathematics of the mathematics teacher" as a way to think the mathematics in the mathematics teacher education. In this discussion, we approach the notions of mathematics of the mathematics teacher, mathematics of the mathematician and mathematical activity according to the Model of Semantics Fields, through hypothetical comments about the realization of a task, based on history of mathematics, involving irrational numbers. In conclusion, we argue about the possibility to consider the characterization of mathematical activity as a way of understanding the sharing of legitimacies between mathematics practiced by mathematics teachers and mathematics practiced by mathematicians. [ABSTRACT FROM AUTHOR]

This paper describes a qualitative investigation that had as subjects a group of Mathematics teachers of Public Basic School who voluntarily participated in a continuous education initiative. The aim of the research here described was to constitute didactic strategies through which the teachers could improve / re-significate their knowledge about a theme of Euclidean plane geometry, homothety. The subjects participated of several activities with the use of digital and non-digital technologies, through virtual interactions and regular ones, under a convergence regime, within which they could constitute an investigative path that allowed them to make progress in relation to the knowledge that had on the subject, mainly through the formation of collective composed of teachers and technologies, as well as from the development of fluency in relation to the interfaces at play. [ABSTRACT FROM AUTHOR]

This paper aims to discuss the concepts of Practice as a Curricular Component (PCC) in the literature, seeking to consolidate this questions in the field of Education, in particular Mathematics Education. For this, we contextualize the idea of the PCC as from legal documents regarding the initial formation of teachers and we show an overview of the research and conceptions of PCC present in the literature. In this movement, we observed the difficulties and distortions in the implementation of hours of PCC in degree courses in mathematics. In addition, we reflect on a specific discipline with hours of PCC, that has as its main topic digital technologies. We advocate that the PCC be effectively present in the graduation, seeking to overcome the dichotomy between specific knowledge and pedagogical knowledge. We emphasize that only public policies are not enough for effective changes to occur in the context of initial formation teacher. [ABSTRACT FROM AUTHOR]

Through this paper are presented results from several educational research which generate the Mathematic in Context didactic. It is included in didactic phase of Mathematics in the Context of Sciences theory and the research which generated the last one is in the Social Mathematics investigation line. For Mathematics in Context are included their theoretical foundation, their description and their implementation. The interdisciplinary and disciplinary work is persecutes; it has two axis: contextualized and descontextualized, and their work tool is contextualized events which are worked by students collaborative teams, as like learning activities with technology as learning scaffolding. [ABSTRACT FROM AUTHOR]

In this theoric-bibliografic paper we want to show considerations about education ideas based on competences, therefore we will debate associated aspects to the Mathematics Competences development by the future engineer based on two perspectives: the Mathematics Working Group from the Société Européenne pour La Formation des Ingénieurs and the theory of Mathematic in the Sciences Context, using a amplified competence focused not only in those related to the mathematics knowledge but also the professional and labor ones, it can be developed in mathematic classes presentes in engineers graduation if they were teached by the Didatic Model of Mathematics in Context. [ABSTRACT FROM AUTHOR]

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article deals with a research developed under the Master course in order to reconstruct, in the perspective of Cultural History, a history of mathematics teaching at the Taylor-Egídio junior high school (CTE) in Jaguaquara, Bahia, in the period from 1950 to 1969. However, in this paper, we will solely discuss the teaching of mathematics in the mid-50s of the XX century, at the CTE. From the school's main documentary source, the diaries of the math class, the research enabled to identify that the impacts of the Capanema reform were still present in the 1950s, in the high school mathematics curriculum of this educational institution. [ABSTRACT FROM AUTHOR]

The teaching of mathematics depends on many variables: the public to which we address, the inner structure of the discipline, the historical evolution of the concepts and procedures, etc. Thus, history of mathematics is an important and interesting tool in order to design classroom activities. In this paper, we focus on a simple and classical geometric proposition: the sum of the inner angles of a triangle is equal to two right angles. In particular, we present five historical fragments related to this result, we analyze the from a didactical point of view and we present some activities, based on them, addressed to a wide range of students; from primary pupils to prospective teachers. [ABSTRACT FROM AUTHOR]

This paper presents a reflection with pre-service mathematics teachers from two Brazilian public universities about motivation in the classroom. First, we suggest reading a text by Rubem Alves and propose a group dynamics with pre-elaborated questions. It is interesting to notice that students have the same issues in different classrooms in the country. Students believe there is motivation in the three teacher knowledges described by Fiorentini (2005). Finally, we emphasize that the discussion presented in this article led us to reflect on our teaching practice and motivation to follow this career, besides reflections from students. [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]

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)