Theoretical and methodological directions on the concept of function in teaching education: a systematic literature review

Abstract

This article aims to describe theoretical and methodological aspects of research on the concept of function in teaching training education based on a systematic literature review. The systematic review was conducted according to the principles of the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA), culminating in the categorization of the reviewed articles in order to identify the formative contexts for a reflection on the theoretical approaches and methodological strategies used in surveys. The results, communicated in a meta-synthesis and condensed in a table, point to theoretical-methodological directions of formative moments on the concept of function, evidencing the need to master the didactic-pedagogical resources to be used, to coordinate the knowledge transition process from arithmetic to algebraic and managing assessment and training processes, highlighting professional learning opportunities.

Teacher education; The teacher who teaches mathematics; Professional teaching knowledge