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Teaching mathematics depends on several factors, with emphasis on training. This assumption led us to investigate the relationship between mathematics teachers’ perspectives on pedagogical practice and their training. We adopted a qualitative and interpretative approach, through interviews, in an attempt to understand the meanings that forty high school mathematics teachers from the state of Amazonas give to their pedagogical actions and their training. The results show the centrality of the teacher in the dynamic of classroom activities, which can be noticed by the resolution of exercises and the dependence on the textbook. The relationship between training and teaching practice shows the influence of initial training rather than continued training, with consequences for pedagogical practice.

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Perspectives on the Pedagogical Practice of High School Teachers in the State of Amazonas and Its Implications

  • 会议论文

  • 发表日期：

    2025年

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  • Aldemir M. de Oliveira,
  • Floriano Viseu,
  • Ana Paula Aires,
  • Teresa Bixirão Neto

摘要

Teaching mathematics depends on several factors, with emphasis on training. This assumption led us to investigate the relationship between mathematics teachers’ perspectives on pedagogical practice and their training. We adopted a qualitative and interpretative approach, through interviews, in an attempt to understand the meanings that forty high school mathematics teachers from the state of Amazonas give to their pedagogical actions and their training. The results show the centrality of the teacher in the dynamic of classroom activities, which can be noticed by the resolution of exercises and the dependence on the textbook. The relationship between training and teaching practice shows the influence of initial training rather than continued training, with consequences for pedagogical practice.