MAPPING IN RESEARCH ON MATHEMATICS TEACHER TRAINING: COMPLEXITY, DIDACTIC PROCESSES AND METHODOLOGICAL PRACTICES

Abstract

Considering the importance of studying aspects related to the teacher who teaches Mathematics to improve the quality of education, this research, which is the result of a Scientific Initiation work, aims to contribute to the mapping and state of the art on the topic, as well as to understand the presence of the Complex Thinking Theory in the corpus of analysis. With a quali-quantitative approach, this work is characterized as a mapping in the bank of theses and dissertations of the Coordination for the Improvement of Higher Education Personnel. The corpus of analysis consists of seven studies, regionally well distributed, to be defended in 2013, and which highlight the use of semi-structured interviews as a data collection instrument. The selected studies were divided into the following categories according to their general objectives: Pedagogical practice, Pibid, and Teacher training. In common, the results of all categories indicate that teacher training and teaching practice do not favor the development of complex, multidimensional, and contextualized thinking. Corroborating this is the fact that only one of the seven works analyzed has the Theory of Complex Thinking as its theoretical framework. The others just use complexity in its vulgar sense.