Programas de formação continuada para professores de matemática: uma necessidade premente para alcançar a aprendizagem dos alunos

Abstract

This work addresses the quality of primary school teachers, a topic studied by Shulman, Ball, and colleagues, and Ma. By relating these researchers' studies to the Brazilian reality, it shows that Brazil also has problems in education, as evidenced by the PISA assessment. Many variables justify why proficiency in mathematics is inadequate. However, focusing on teacher quality, studies by Shulman and Ball define MKT (Knowledge for Mathematics Teaching), which encompasses domains such as pedagogical content knowledge (content and student knowledge [KCS], content and teaching knowledge [KCT]), as well as two other types of subject matter knowledge: common content knowledge [CCK], and specialized content knowledge [SCK]. Concerned with the quality of education, the Government of the State of Ceará offers specialization and continuing education for teachers in the state network through the Chief Scientist program and the UFC/FUNCAP partnership. Many training programs are offered with the aim of supporting teaching work. This work included testimony from Professor Carine, who participated in the specialization program, highlighting the importance of teacher training. In 2023.2, a teacher qualification course in the development of mathematical literacy was offered to teachers in Sobral. At the end of the course, 50 teachers and 1000 eighth-grade students were evaluated by CEnPE (Center for Public Educational Policies), and these evaluations form the basis of the database used in this work. The objective of this work is to demonstrate that the mathematics teacher's mastery of mathematical knowledge for teaching also significantly affects student learning, and more specifically to discuss the importance of the quality of the teacher's mathematical knowledge and pedagogical knowledge for mathematics teaching. To this end, the data were statistically analyzed, followed by a pedagogical analysis of the results, drawing a parallel between the students' responses and the teachers' responses. It was concluded that the quality of the teacher interferes with student learning, as evidenced by the weaknesses presented by teachers and students in the evaluations.