Teachers' Knowledge to Promote Mathematical Reasoning: a continuing training experience

Abstract

Teachers’ knowledge to promote Mathematical Reasoning (MR) in teaching practice is essential to meet curricular guidelines. However, this knowledge is often a huge challenge for teachers, so it is essential to highlight it as a goal for teacher training. In this sense, this study focuses on developing the knowledge of in-service mathematics teachers to create classroom contexts to promote students' MR, in a teacher training course. It was considered a qualitative and interpretative investigation to analyze the abilities of six teachers, attending the master’s degree in mathematics teaching, to develop students’ MR promoting contexts from the perspective of Exploratory Teaching. Data collection included questionnaire, interview, participant observation and written work of the proposed tasks. Results show that the teachers were able to elaborate a mathematical task and conduct a class with the potential to promote their students’ MR in Basic Education, and, with this, they have deepened their knowledge and gave greater meaning to theoretical and methodological foundations on the types and processes of MR as well to task design principles. The study stresses the relevance for teacher training of considering four dimensions to promote MR: theoretical and methodological aspects, curricular aspects, materials and context aspects.

Mathematical Reasoning; Continuing training; Exploratory Teaching; Teaching practicum