A geometria na formação inicial de professores de matemática

Abstract

This research aims to investigate the initial training of future Mathematics teachers and their knowledge of Geometry. Our objective is to analyze what research and Mathematics undergraduate students say about Geometry instruction in initial teacher training, based on the following guiding question: How has the initial training of Mathematics teachers in Geometry been conducted? To this end, a bibliographic research was carried out, based on scientific publications and responses from undergraduate students. The main theorists referenced in our study are Lorenzato (2006), Maurice Tardif (2014), Moreira and David (2008), Barroso (2018), Salgado (2013), and Silva (2016). This work is characterized as basic research and is divided into two specific objectives: i) Identify what existing research indicates about Geometry instruction in Mathematics teacher training programs; ii) Highlight the perspectives of Mathematics undergraduate students on Geometry instruction in their initial teacher training. The study revealed the need to reevaluate how Geometry is addressed in higher education institutions. Pre-service teachers do not feel adequately prepared to teach Geometry, underscoring the necessity for better alignment between initial training and the demands of basic education.