O Contexto de formação a partir da exploração de um caso multimídia: aprendizagens profissionais de futuros professores de matemática

Abstract

This intervention research, in which the researcher assumes the role of teacher educator, takes place in a discipline of practice as a curricular component and integrative of theory and practice in Preservice Mathematics Teacher Education. In this field, the study focuses on the following reseach question: Which elements of the teacher education context, based on a multimedia case of one lesson developed in an Exploratory Teaching perspective offer professional learning opportunities to preservice mathematics teachers? The class contemplated in this case is developed by a teacher experienced in the Exploratory Teaching and returns to the promotion of the algebraic thinking of students of a 6th grade of Elementary School in a public school. In addition to videos of the class, the multimedia resource includes the lesson plan, the mathematical assignment, interviews with the teacher before and after class, as well as the written productions of the students. This research takes on a methodology of qualitative research based on the interpretive perspective. In this direction, it uses the written answers that the preservice teachers (PST) expressed to the questions integrating the multimedia case and the transcriptions of the joint discussions of formation between PST and teacher educator as sources of data. The components of the teacher professional vision were theoric and analytically adopted as indicators of the knowledge and abilities of the PST revealed in the process of noticing and reasoning about relevant aspects of teaching and learning in the analyzed media. Considering the starting point of the 15 participants in this research, the results of the exploration, during the first two stages of the multimedia case, reveal evolutions in the professional vision of the seven PST groups constituted. The development of this capacity explicitly demonstrates mobilized learning about core elements of the Exploratory Teaching - collaboration and communication, engagement and mathematical authority of the students, consistent with the approaches of inquiry and the dialogic perspective, therefore, difficult to identify and interpret in the classroom interactions. More specifically, PST comprise the constitution, articulation and scaffolding of two fundamental phases in classes of this nature - the development of the task and the whole-class discussion; As well as the role of teachers in their planning and in promoting learning and dialogic interactions with and among students. In addition, making teaching decisions regarding the selection and sequencing of students' resolutions for whole-class discussion is characterized as a challenging professional capacity for PST, requiring them to perceive aspects of algebraic thinking and mathematical understanding of students combined with others elements in play. It is concluded that this context offers diverse and substantial opportunities of professional learning to Mathematics PST anchored in situations that represent significant changes in the traditional roles of the teacher and the student in the classroom culture, whose main elements are associated to the format and content of the media; to the questions proposed by multimedia; to organization and sequencing of multimedia; and to the dynamics of exploration of the multimedia case and to the role of the teacher educator in the planning, scaffolding and orientation of this process.