The partnership between university and school in the formative course of the (future) teacher who teaches mathematics

Abstract

Mathematics is still an area that causes discomfort to most students entering the Degree in Pedagogy course, since, in each student's education, it is usually marked by teaching based on the mechanization and memorization of algorithms and formulas. After taking courses that address the fundamentals and methodologies of teaching Mathematics, this perception may change, as undergraduates usually come into contact with proposals that defend the construction of meanings in the learning of mathematical content studied at school. The acting teacher, in turn, does not always have the opportunity to share, with their peers, in the school environment, their knowledge, non-knowledge, limitations and challenges related to the teaching of Mathematics, maintaining, at most, a technical dialogue about the requirements of the official curriculum for the elaboration of its planning. This article aims to present the results of a university extension project that aimed at the joint training of in-service teachers and undergraduate students in Pedagogy throughout the planning, development and evaluation of Mathematics workshops for 5th grade students and the 6th year of elementary school. Studies that defend the proposal of articulation between initial training and continuing education of teachers in the constitution of teaching knowledge, including those by Tarfid (2014) and Nóvoa (2009, 2017), guided the actions of the project “Mathematics through way of playfulness”. It is concluded that the partnership between school and university, in the development of teacher training, promotes fruitful discussions about classroom work, so that teachers and future teachers dialogue about the mathematical objects to be taught and how the student reasons and builds your knowledge of the area.