Didactic Knowledge of the Mathematics Teacher in Light of a Formative Process

Abstract

This study aims to analyze the perspectives and knowledge evidenced in the reports of a Third grade elementary school teacher, before and after a formative process in which she participated. We use descriptive and interpretative analysis of a teacher profile questionnaire, a final evaluation questionnaire, and a semi structured interview conducted two years after the end of the formative process. We analyzed the data based in the ideas about the didactics knowledge of the mathematics teacher. The results indicate that, before the formative process, the teacher displayed difficulties with mathematics knowledge and its teaching and held negative perspectives about mathematics. After completing the formative process, her perspectives were more positive and she took up new positions regarding mathematics knowledge, the students, and their learning processes and the knowledge of the work processes in the mathematics classroom.

Keywords:
Education; Didactics knowledge; Professional knowledge