A Matemática na história da minha vida: uma análise das mudanças no ensino vividas por professoras iniciantes

Abstract

This article presents the results of a research study in education, completed in 2022. Currently, the analysis focuses on investigating the possible relationships between the experienced patterns of Mathematics teaching throughout the educational, academic, and professional trajectory, and the conceptions and practices of beginning teachers in this subject. This qualitative research, of an analytical-descriptive nature, involved five recent graduates from the Pedagogy course, from both public and private institutions, who answered questionnaires and participated in episodic interviews. These were aimed at the following aspects: the teachers' relationship with Mathematics before, during, and after initial training; their knowledge about Mathematics and meanings for its teaching, and the level of understanding and reflection about their own practice. Thus, the emergence of research associated with successful practices at the beginning of teaching, and the opportunities created by initial training, aligned with the new curricular guidelines that emphasize students' immersion in the school environment, promoting learning based on real practice, corroborate the perspective that mathematics teachers at the beginning of their career have undergone a gradual change in Mathematics classes, and initial training and the institutional context of career entry played a paramount role in establishing a characteristic pattern of classes.