Mathematics marks from the schooling process and its influences on teaching practice

Abstract

This article, an expansion of the text “The marks of mathematics from the process of schooling and its influences on teacher training and practice”, presented in the International Seminar on Research in Mathematics Education (Sipem), stems from a Curricular Activity of Teaching, Research and Extension Integration (Aciepe) and presents the objective of identifying, from written narratives, the marks of mathematics of the schooling process and how they influence or have influenced the teaching practice. We sought to hear from the participants what they had to say about the ways of teaching mathematics in their classrooms; what materials are used; and which practices are remembered from their schooling process. The search has a qualitative approach, and the data was constructed through an invitation to write a narrative, sent to the 20 participants, presented in this article with fictitious names. The narratives were analyzed from two focuses: “the practices of teaching experienced in the schooling process”; and “the influences of the marks from the school mathematics in teaching practice”. The invitation to write enabled the participants the movement of looking at themselves, remembering their experiences, producing stories and reflect on their formation and constitution processes. It is expected that this article contributes for teachers in practice and/or undergraduate students to perceive how much; writing narratives and remembering and sharing experiences with mathematics in a study group can become a formative moment for the expansion of their repertoire of knowledge and for reflection on their teaching practice.