A prática de ensino como uma trajetória de formação docente do professor de matemática

Abstract

This research tries to problematize the practice of teaching with an given object of internal didactic transcription of execution of this practice by the teacher. Thus, there is questioning if this process leads to the construction of a trajectory of teacher training on a given school mathematician. An affirmative answer is constructed from a course of studies and research on the theoretical support of the anthropological theory of education, considering the teaching of resolutions of equations of the second degree. The construction of this trajectory is the methodology of the research that is embodied in a course of study and personal investigation of the teacher who seeks in the confrontation of his training problem to build or access the necessary mathematical school infrastructure that answers his questions. This infrastructure is given by the understanding of a epistemological model of reference by the teacher that is translated into his personal epistemological model of reference for the study of the resolution of equations of the second degree embodied in task systems that articulate several objects of school mathematics.