Conhecimentos evidenciados por docentes licenciados em matemática relativos ao conteúdo e ao ensino de funções

Abstract

This study aimed to identify and analyze the knowledge demonstrated by mathematics teachers who graduated from the Federal University of Sergipe (UFS), Itabaiana Campus, regarding the content and teaching of functions, based on the “Mathematical Knowledge for Teaching” (MKT) framework proposed by Ball, Thames, and Phelps (2008). The research addresses the challenges of teaching functions and the need for teachers to develop effective pedagogical methods to facilitate student learning. This qualitative study was conducted through a literature review and the application of a questionnaire to teachers who graduated at different points under the 2007 curriculum of the Mathematics Teaching Degree program at UFS, Itabaiana Campus. The questionnaire was divided into two parts: the first focused on the pedagogical and content knowledge required of teachers, as outlined by Ball, Thames, and Phelps (2008), and the second assessed teachers’ perceptions regarding the curricular changes in the program and their implications for the teaching of functions. The results revealed that, although teachers demonstrate content mastery, many still face challenges in applying effective pedagogical methodologies when teaching functions. In summary, the study highlights the need for an initial teacher education that balances strong mathematical content knowledge with the use of appropriate pedagogical strategies, ensuring that teachers can perform their roles more effectively and meaningfully in basic education. Additionally, the teachers participating in the study recognized the current curriculum as a step forward in achieving this balance.