O querer ser professor de matemática: desafios e dificuldades na formação inicial

Abstract

Discussions on mathematics teacher education highlight the importance  of understanding the key moments that shape pre-service teachers’ trajectories throughout their undergraduate studies. The purpose of this article is to understand the difficulties and challenges involved in aspiring to become a mathematics teacher. The research employs a qualitative approach, with data collection via a semi-structured online questionnaire made available on the Google Forms platform, divided into two sections: About the Mathematics Teaching Degree Program (Initial Training); and Beliefs and Conflicts in the Classroom. In this study, the responses regarding the first section of the questionnaire were analyzed and discussed. The participants were nine students enrolled in the course “Laboratory of Teaching and Learning Practices in Mathematics I” within the Bachelor’s Degree in Mathematics program at a higher education institution. Data analysis was conducted using the Collective Subject Discourse methodology, which made it possible to compile individual statements into a discourse titled “Challenges and Difficulties of the Future Mathematics Teacher.” The results indicate that the teacher candidates face difficulties related to basic mathematics, gaps left by high school education, and insecurities regarding teaching practice. We conclude that, despite these weaknesses, there was clear evidence of an effort to seek learning strategies, recognize the value of the knowledge acquired, and strengthen their identity in their desire to become mathematics teachers.