The Training Process for Future Mathematics Teachers: a focus on Addition problems

Abstract

The goal of this paper is to contribute to the discussion of an initial training experiment with teaching degree students from a Mathematics class at the Federal University of Sergipe, regarding teaching addition problems. The training process was organized according to the concept of pedagogical reasoning and action, as presented by Shulman, and was developed in the course of Topics on Teaching Mathematics. The data collected in the field diary and in portfolios presented evidence of understanding and transformations by the teaching degree students while studying addition problems in that they were able to categorize and elaborate problems from different categories of addition. Moreover, some of their evaluations and reflections became clearer when they indicated the difficulties faced by students in the 6^th year of basic education and when they highlighted the need to change the way that teachers teach this content. Therefore, we understand that the pedagogical reasoning and action experienced by these teaching degree students can help in the training process of future mathematics teachers by promoting an understanding of the pedagogical process complexities.

Keywords:
Pedagogical Reasoning; Initial Training; Mathematics