Estudo de aula de matemática com robótica educacional na formação inicial do professor de matemática

Abstract

This research arose from the development of a proposal for pedagogical innovation with educational robotics and lesson study, in the initial teacher education, of a Mathematics Degree Course at a Brazilian public university. The goal of this investigation was to understand how lesson study and educational robotics contribute to the initial education of mathematics teachers in the context of the Supervised Internship. In this study, we present the following research question: How does lesson study with educational robotics enable the construction of professional knowledge in future mathematics teachers during Supervised Internship I? In the theoretical foundation we reflect on the professional development of teachers, the professional knowledge of mathematics teachers, the lesson study including initial teacher training, educational robotics and their potential, and we present a review of the state-of-the-art literature on theses and Brazilian dissertations carried out from 2002 to 2020, involving work with educational robotics in teacher education. The research follows a qualitative approach and and was based on twelve cycles of lesson study, with follow-up classes, for twelve students from the 1st and 2nd grades of Brazilian high school. The process of producing the research information was carried out through participant observation, production of the field diary, photographs, questionnaires, recording of classes and audio interviews, with the respective transcripts, and the documents produced by the interns (reports, articles and other discipline assignment). The results of the investigation show that the training practice enabled prospective teachers to develop some aspects of didactic knowledge in three aspects. They reconceive what they already knew and further developed their knowledge about some mathematical content for teaching. Through classes with an exploratory student-centered approach, interns developed knowledge about students' mathematical thinking and the way they learn. Regarding educational practice, they developed knowledge about lesson planning, construction of investigative and exploratory tasks in mathematics with robots, how to organize and conduct classes in order to promote student learning. The prospective teachers developed a technological fluency, regarding the knowledge about educational robotics and how to teach and learn with this resource. This pedagogical practice is an innovation since the action and the intention to innovate, in the construction of learning contexts that favor teachers and students to assume new roles. The student, as the protagonist of the process, and the teacher, as the mediator, who creates rich and favorable environments for learning. The reflective and collaborative nature of the class study contributed to the trainees reflecting on and for the practice, promoting changes and adaptations in the follow-up classes. These reflections contributed to a new perspective on the teaching identity of these interns.