Educação matemática a partir de um projeto de extensão direcionado a pessoas idosas: contribuições para a formação inicial de professores de matemática

Abstract

This work seeks to expand the discussions related to the mathematics teacher training. Its objective was to understand the contributions from extension project "Conversas Matemáticas", directed to elderly People, to mathematics teacher training. Through a qualitative case study methodology, participant observation was used as research method. Research field was the 2018-version of "Conversas Matemáticas" extension project. This project is part of the Program of the Open University to the Elderly Person (UNAPI) from Federal University of Alfenas (UNIFAL-MG). The project was composed of two coordinating teachers, the researcher and three future mathematics teachers, what have engaged in the elaboration and in the execution of mathematical activities. Data were produced through of in field notebook records held in the weekly meetings of pedagogical activities elaboration and development, of semi-structured interviews with the future teachers and also through the reports made by the fellows and reworked by the project team. Such reports described the way in which activities were developed on the meeting with the elderly People who participated to the project. Data were organized and analyzed through Content Analysis and were discussed through three categories. The first category “Knowledge that contributes to the teaching process of Mathematics” features evidence that the involvement of future teachers on the project has contributed to their pedagogical knowledge of the content, since they have learned about the mathematical investigation methodology; they have used manipulative materials, and also have understood how using them during to the exploration of mathematical matters; they have trained with various activities that can be carried out in their future teaching; they understood the importance of to plan activities as well as to elaborate a lesson plan that systematizes such planning; and they experienced the importance of knowing the public with which is working. The second category “Knowledge of the content related to Mathematics” highlights results that indicate contributions on their knowledge of the mathematical content, once they learned about new mathematical matters, they recalled/perfect their mathematical knowledge, and experienced the importance to know in detail the content that will be taught. The third category called “Contributions starting on the itself characteristic of the extension project "Mathematical Conversations””, evidences contributions in the sense their have understood about the importance of building a good relationship teacher-students, in addition to the developing of skills in order to become reflective, extending their conception the about the Mathematics Education, in addition to mobilize their knowledge for teaching certain mathematical content and for interdisciplinary activities