The knowledge of the investigative approach in Mathematics classes in Teacher Training

Abstract

This study refers to a doctoral research that investigates mobilizations of knowledge about the teaching practice produced in a course-oriented training action (MIZUKAMI, 2000, 2004) on the investigative approach in mathematics classes. The action took place with a group of fourteen teachers from the Elementary School of a public school in the state of Rio Grande do Sul and was organized in two moments: i) analysis of teaching cases about the investigative approach by teachers; ii) planning and developing a class in the investigative approach by teachers. The qualitative research had the data produced from audio recordings of the training meetings and written records of the teachers, which were taken for interpretation by discursive textual analysis, according to Moraes and Galiazzi (2006, 2011). The categories of analysis, a priori, were organized in three directions: i) characterization of the investigative approach, as to its elements - investigative task, investigative Mathematical activity, communication as dialogue; ii) recognition of the pedagogical complexity of the investigative approach - attention to the guiding principles for understanding the research approach; iii) mobilization of mathematical knowledge for teaching - as proposed by Ball et al. (2008). The synthesis of the results indicates the potential of the training action for the understanding of the investigative approach by the teachers and for the mobilization of mathematical knowledge for teaching. In addition, the interpretation of the analysis, in the metatext search, points to the investigative approach in Mathematics classes as a knowledge relevant to teacher training.