Monad Narratives about Mathematics from Students/Teachers in a Parfor Pedagogy course in the Amazon Region

Abstract

The article discusses written narratives produced in a Parfor Pedagogy course, in the Amazon region, by a group of students/teachers who described their view of Mathematics during an activity. The theoretical framework discusses the teacher education field in a characterization of this program and also explores the attitudes towards Mathematics evidenced by the literature on the subject, based on constructs of the Psychology of Mathematics Education. The methodology, of a qualitative approach, was based on a Conversation Round about Mathematics, its teaching and learning evaluation processes. Knowing the forms of mathematical representation was an important way to understand how teachers in training conceive this area of knowledge and what attitudes they declare to have when the subject is mathematics, its contents, and teaching. As a result, we present indicators for working with teacher training in the context of Parfor, especially in the Amazon region, a mong which the valorization of the local mathematical knowledge production may be the way to problematize mathematics and to perceive the reading of the world through the lens of the one who teaches Mathematics in the initial years of Basic Education: the pedagogue.

Keywords/Palabras clave:
Students/Teachers; Pedagogy Parfor; Mathematics; Narratives; Monads