Abstract:
The present dissertation, “The teaching of mathematics and the challenges of
pedagogical practice”, was developed in the line of research Education, Culture,
Theories and Pedagogical Processes of the Graduate Program in Education,
Academic Master's Degree of the Faculty of Inhumas-FacMais. Its general
objective is to understand the pedagogical practice of mathematics teachers
and the teaching-learning process of students. The specific objectives are: to
understand the pedagogical conceptions that’ support the pedagogical practice
of teachers; evaluate the curriculum and the text book as teaching tools in the
process of linking theory and practice; reflect on the challenges for the
pedagogical practice of mathematics teachers in the implementation of
contemporary te aching methodologies. The methodology used is based on
professional experience but is based on contemporary theorists o the subject.
Through qualitative analysis and bibliography i cal survey, we seek to reflecton
the role of the pedagogical practice of the mathematics teacher in relation to the
student's learning to answer: how does the pedagogical practice influence the
teaching process of mathematics and the students’ learning? The authors used
for the theoretical-methodological basis were Freire (1996), Skovsmose (2013),
D'Ambrósio (2015).
