Analysis of resources, in an integrative curriculum material, that induce professional teaching knowledge in Mathematics

Resumo

Background: Curriculum materials incorporate resources that help teachers expand their knowledge and build knowledge about teaching. This implies considering that such materials can also enable undergraduate students in Mathematics to build knowledge about Mathematics and its teaching. Objective: To identify and discuss resources of an integrative curricular material that induce professional teaching knowledge in Mathematics Design: Document analysis. Setting and Participants: Discussion based on the analysis of a Teacher's Manual of curricular material that did not involve participants as research collaborators. Data collection and analysis: Reading of guidelines in the introductory part of the Teacher's Manual, of the teaching projects incorporated therein and of the corresponding guidelines for implementation in class, considering the concept of curricular integration as a theoretical framework. Results: The weaknesses in the explicitness of the difference between disciplinary and integrative organization, as well as the concept of interdisciplinarity, and the variation of mathematical representations and the degree of complexity of the tasks that can be categorized, increasing or decreasing according to the level of learning of the students, are evident. Conclusions: The Teacher's Manual incorporates resources that enhance the learning process of Mathematics undergraduates, but requires critical evaluation and problematization of its weaknesses, with discussion of these also being a learning process.