Learning professional opportunities experienced by a teacher within a in-service teacher training procces regarding mathematical reasoning
DOI:
https://doi.org/10.5007/1981-1322.2026.e99328Keywords:
Teacher learning opportunities, Mathematical reasoning, Teacher professional knowledgeAbstract
Teacher training, both initial and continuing, presents a long history of difficulties aggravated, among other factors, by the lack of connection between teacher training and practice and a lack of understanding of how teachers learn. Studies indicate that efficient training processes consider the teacher's practical reality and must include what is understood as professional learning opportunities. Thus, in the field of training teachers who teach mathematics, this work presents an excerpt from a Master's thesis that focuses on analyzing the opportunities for professional teaching learning promoted throughout a training process anchored in practice that addresses mathematical reasoning. In this section, the objective is to understand the professional learning opportunities regarding the mathematical reasoning processes experienced by a teacher when having her class planned, developed, and reflected collectively in a training process. To achieve what was proposed, the research, of an interpretive qualitative nature, included semi-structured interviews and a script of answers, answered by the teacher in question. The result is an analysis of the different professional learning opportunities expressed by the teacher in relation to content and student knowledge and content and teaching knowledge that are related to mathematical reasoning at three distinct moments in the cycle of planning, developing and reflect
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