Teachers’ Perspectives on Students’ Needs and Mathematical Concepts in Youth and Adult Education
DOI:
https://doi.org/10.35819/tear.v13.n1.a7057Abstract
Abstract: This text presents the results of an analysis based on a teaching guiding activity, focusing on how teachers consider the students’ needs and mathematical concepts when developing a learning-triggering situation for students at Youth and Adult Education (YAE). In 2022, a formative space called the Pedagogical Mathematics Workshop (Oficina Pedagógica de Matemática – OPM) was organized at a municipal school in Piraquara (PR), where the EJA elementary education is offered. Four teachers participated in the formative actions during 40 meetings. The analysis was organized in two episodes that encompass the process of developing the learning-triggering situation by a pair of teachers. It was evident that initially the organized teaching actions were not related to the learners and did not consider their needs. Weaknesses were identified in relation to conceptual aspects, highlighting the need for further studies on the historical and logical movement of concepts. The mediation during the training was crucial for the teachers to realign their actions and reflect on students’ needs. Despite discussions regarding mathematical concepts, these were not sufficient to fully explore the notions of measurement units in the triggering situation according to the principles of the teaching guiding activity. Nevertheless, the formative moments led to changes in understanding different ways of organizing teaching actions aimed at triggering the learning of mathematical concepts by EJA students.
Keywords: Youth and Adult Education. Teaching guiding activity. Activity necessity. Mathematical concepts
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