Conhecimentos de graduandos para o ensino de matemática: experiências e possibilidades de integração na formação inicial

January 2014
Educação Matemática Pesquisa;2014, Vol. 16 Issue 1, p189
Academic Journal
This article shows the results of a qualitative research that investigated the potential of curriculum integration and possibilities of exchange of knowledge between pedagogy degree and mathematics degree students. The data were obtained in meetings for preparation and analysis of course syllabus and classes about largeness and measurements, and interviews with undergraduate students of both couses. The situation of exchange provoked in the individuals the rupture of stereotypes and the consciousness about the necessity to own not only the pedagogical knowledge, but also the specific mathematical matter, which is pointed by Shulman as a necessary condition for allowing the professors to teach. In conclusion, the curriculum integration between pedagogy degree and mathematics degree revealed the possibility for advancing the initial learning of professors that teach Mathematics.


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