Formação inicial de professores e professoras que ensinam matemática: o olhar de uma licencianda em matemática para a disciplina de ensino de matemática do curso de pedagogia de uma universidade federal da paraíba

Abstract

The teaching of mathematics is fundamental for the logical development of students; However, many still face difficulties or resistance to the subject. For this reason, it is important to reflect on the initial training of teachers who teach mathematics to identify effective teaching practices and gaps that compromise basic training in mathematics across the country. This paper has general objective analyze the importance of the subject Mathematics Teaching in the Pedagogy Course at a federal University of Paraíba for the initial training of mathematics teachers and as specific objectives: to show what pedagogy students at a Federal University in Paraíba say about the importance of the subject of mathematics education for their training as teachers who will teach mathematics, and to highlight the positive and negative points of the subject of mathematics education for teacher training, based on what the students say, also provoking reflection on the initial training within Mathematics Degree Course at the same institution, since we act as students. The research adopted a qualitative approach, collecting data through a questionnaire applied to students enrolled in two of these subjects during the 2023.2 period and by attending classes. The literature review, based on authors such as Curi and Pires (2008), D'Ambrósio (1993) and Ponte (2002), highlighted gaps in the training of undergraduate courses in both Pedagogy and Mathematics, particularly the lack of articulation between theory and practice. The results indicated that despite the reduced workload, students recognized the relevance of the subject to their training, emphasizing the importance of effective teacher planning and the integration of pedagogical knowledge and mathematical content.