ARTICULATION OF CONTEXTS IN POSTGRADUATE TEACHING IN MATHEMATICS EDUCATION: THE CASE OF PUC-SP
Keywords:
Projeto Institucional, Aperfeiçoamento da Prática Docente, Articulação de Contextos, Pós-Graduação, Educação MatemáticaAbstract
This article present results of a qualitative research on the articulation of contexts in teaching practice, developed within the scope of the Institutional Project of the Pontifical Catholic University of São Paulo (PUC-SP), whose target audience were doctoral students in Mathematics Education. The Project was promoted by the Deans of Undergraduate and Postgraduate Studies and coordinated by the Center for Teaching Improvement (CAD). Data collection was guided by a rubric and the contexts were defined based on articles published in the period 2018-2022 on historical, philosophical and research methods contexts and Mathematics Education. The good results of this approach to interlocution and articulation of contexts were evident in the engagement and interest of the students and in the quality of the work produced. The initial difficulty in distinguishing “content” from what was considered “context” disappeared, the enrichment and rigor of the analyzes were favored and the knowledge that was constructed became significant.
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