Proposal of workshops involving mathematical concepts from Basic Education: contributions to teacher education in the Supervised Practicum
DOI:
https://doi.org/10.23925/2238-8044.2025v14i1.68825Keywords:
Supervised Teaching Practicum, Didactic-Mathematical Knowledge, Mathematics WorkshopsAbstract
The present article aims to discuss one of the actions taken by a teacher educator during a Supervised Internship in Mathematics course and the knowledge that this action may have provided to the pre-service teachers. The action in focus is the proposition of workshops involving mathematical concepts from Basic Education. This study, which is a partial excerpt from a master's research, adopts a descriptive approach and uses an adaptation of Mathematical Didactic Knowledge and the didactic suitability principles of Godino (2009) as its theoretical framework. The study highlighted that the proposition of workshops provides a favorable environment for practicing and deepening theoretical and practical aspects of teaching Mathematics. However, it also pointed out some gaps, such as the lack of integration of the workshops with the internship field schools.
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