KNOWLEDGE OF CURRICULUM EMBEDDED MATHEMATICS REVEALED BY A GROUP OF TEACHERS

ABSTRACT

The article is guided by the objective of discussing how mathematical ideas underlying the resources of curriculum materials are perceived and interpreted by teachers. The theorical board remits to professional teacher knowledge categories, like the model of Knowledge of Curriculum Embedded Mathematics to refer to mathematical knowledge activated by teachers in reading and interpretating mathematical tasks. Three teachers analyzed the curriculum material structured to work quantities and measures with 6^th graders. The interviews were processed at Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires, generating similarity graphs that contributed to the analysis. Having as reference the Knowledge of Curriculum Embedded Mathematics model, we verified that teachers could identify few concepts and priorities that justify the procedures to be used by the students in the problem solving, based on technique teaching, at the expense of explanation that explore mathematical structures.

KEYWORDS
teacher-curriculum materials relationship; mathematics curriculum; mathematics knowledge for teaching; mathematics education