AN EXPERIENCE IN THE SUPERVISED INTERNSHIP IN THE 6TH GRADE OF ELEMENTARY SCHOOL: LINKS BETWEEN ACADEMIC MATHEMATICS, SCHOOL MATHEMATICS

Abstract

This work aims to report an experience in the supervised internship that occurred in the 6^th grade of Elementary School at CAp-UFRJ related to the teaching of multiples and divisors, in which the first author was the supervising teacher of the second. In the context of remote teaching, the experience took place through an activity on the Geogebra Classroom platform, concerned and mediated by the authors. Our objective with this work is therefore to discuss how such experience crossed us and constituted itself as a structuring element of our education as teachers. In this sense, the experience report will not focus on the productions of basic education students, but on our perceptions and interventions in relation to the activity. To do so, we will dialogue with authors who deal with teacher education and the role of supervised internship in it, in addition to those who deal with the articulations between academic mathematics and school mathematics, building connections with our experience. With our report, we expect to show that the supervised internship is not only the place of school mathematics in teacher education, but that it is also a place of crossings between it and academic mathematics.