Conceitualizando Tarefas Formativas para Desenvolver as Especificidades do Conhecimento Interpretativo e Especializado do Professor

Abstract

Considera-se o conhecimento do professor como sendo especializado, no que concerne tanto ao conhecimento do conteúdo como ao conhecimento pedagógico do conteúdo. Portanto, a formação de professores deverá contribuir para desenvolver o conteúdo dessas especificidades que aqui se consideram na perspectiva do Conhecimento Interpretativo e do Mathematics Teachers Specialized Knowledge – MTSK. Considerando a centralidade das tarefas preparadas e implementadas para as aprendizagens dos resolutores, justifica-se a necessidade de conceitualizar tarefas especificamente desenhadas para a formação de professores que se foquem em desenvolver as especificidades do conhecimento profissional para a prática matemática. Tendo por base as especificidades do conhecimento do professor, apresenta-se e discute-se a conceitualização do que se denomina Tarefa Formativa e os seus elementos constituintes a partir de um exemplo no âmbito da subtração e um conjunto de reflexões associadas ao papel do pesquisador e formador a fim de desenvolver as especificidades do Conhecimento.

Interpretative Knowledge of Prospective Kindergarten and Primary Teachers in the Context of Subtraction

“…In any case, this group interpretation was included in the "descriptive-evaluative" category exclusively because it was not possible to find a relationship between what the group itself revealed to know about the subtraction meanings and procedures, i.e., their own solution space, and the interpretation they provided for Edgar's production. This fact leads us to reinforce the need for explicit and intentional work proposals in teacher education contexts that favour the conscious establishment of the relationships between what students produce and/or comment and what (prospective) teachers themselves know about each of the topics (e.g., Ribeiro et al, 2021aRibeiro et al, , 2021bRibeiro et al, 2016).…”

“…Here we focus on the IK revealed by 26 PTs in the context of subtraction of natural numbers. In particular, we discuss the knowledge mobilised when giving meaning to students' productions to a task designed specifically for teacher education (Ribeiro et al, 2021a(Ribeiro et al, , 2021b) that aimed to discuss different approaches to subtraction, involving its multiple meanings and some of its properties. This task was applied in the course of a four-hour-long class of the only course PTs have in their degree 1 .…”

“…Such process can only be accomplished by teacher education, since this knowledge is not developed only with (mere) practice (Jakobsen et al, 2014), which brings to the centre of the discussion the need for teacher education to focus on its development. In this sense, the initial and continuous teacher education should assume as one of its roles the promotion and expansion of this knowledge, which demands and implies the design and implementation of tasks intentionally prepared for this purpose (e.g., Policastro, Almeida, & Ribeiro, 2017;Jakobsen et al, 2014;Ribeiro et al, 2021aRibeiro et al, , 2021b. Thus, teacher education must contribute to activate "a real process of interpretation, advancing from an evaluative listening to a more flexible form of hermeneutical listening" (Di Martino et al, 2016, p. 4).…”

“…Accordingly, Interpretative Knowledge differs from other ways of understanding the teacher's knowledge, insofar as it assumes as fundamental -and desirable -the understandings of the reasons that support the students' unconventional reasoning and errors. This aspect related to the IK leads us to consider the need to incorporate mathematically potent students' productions from contexts of practice in the tasks for teacher education (Ribeiro et al, 2021a). However, IK is not restricted to the analysis of students' errors, even though this analysis is part of the teachers' knowledge, since the teaching practice requires (it is expected to) understanding the reasons that support this error -or the alternative reasoning, even if correct -, in addition to having them as a starting point to outline the discussions to be held with students, which can be real or simulated, depending on the context.…”

“…Thus, to enable the (re)design of pathways that promote mathematical learning for students, developing teacher's IK is considered essential, requiring a different perspective for teacher education and, especially, for tasks for this educational purpose (Ribeiro, 2016;Ribeiro et al, 2021aRibeiro et al, , 2021b.…”