Níveis de entendimento dos processos do raciocínio matemático evidenciados por futuros professores dos anos iniciais: uma análise a partir de design de tarefas de aprendizagem profissional

Abstract

This research is situated within the field of initial teacher education for those who teach Mathematics in the early years of Elementary Education, considering the importance of developing mathematical reasoning for both students’ learning and teaching practice. In this context, the study aims to analyze the levels of understanding of mathematical reasoning processes evidenced by prospective teachers during the implementation and discussion of a Professional Learning Task (PLT), as well as to identify elements of this task that enhance the development of professional teaching knowledge. The study is grounded in specialized literature on mathematical reasoning (Jeannotte; Kieran, 2017; Ponte; Mata Pereira; Henriques, 2012), on Exploratory Teaching (Ponte; Quaresma; Mata-Pereira, 2020), and on teacher education based on professional learning tasks (Ribeiro; Ponte, 2020). A qualitative and interpretative approach was adopted (Bogdan; Biklen, 1994), and the research context involved a teacher education process with undergraduate students in a Pedagogy program. Data were collected through audio recordings, transcriptions, and analyses of the discursive interactions of participant triads. The analysis, supported by the categorization of levels of understanding proposed by Rodrigues, Brunheira, and Serrazina (2021), revealed heterogeneity in conceptual development: while some participants demonstrated a limited understanding of mathematical reasoning processes, others reached more advanced levels of understanding. The results also highlight the relevance of PLTs as formative tools that foster critical reflection and the consolidation of knowledge, contributing to the qualification of teacher education and to the improvement of Mathematics teaching in the early years.