Prospective Kindergarten and Primary teachers’ interpretative knowledge in giving meaning to students non-usual approach to the “usual” subtraction algorithm
DOI:
https://doi.org/10.28998/2175-6600.2024v16n38pe16020Keywords:
Interpretative Knowledge, MTSK, Subtraction, Tasks for Teacher Education, PrimaryAbstract
The mathematics teacher's knowledge is considered specialized and this specialized mathematical and pedagogical knowledge sustains the mathematical practices. aiming to contribute for the discussions with students in the classroom to assume as a starting point what they know and how they know it about the mathematics that is intended to be discussed, it becomes essential for the teacher to be in possession of a knowledge allowing him to “listen to the student’s thinking” and interpret and give meaning to their productions, reasoning and ways of thinking. This will allow to take the pedagogical decisions in accordance with the defined goal of mathematical learning. Such knowledge is mathematics specialized knowledge named Interpretive Knowledge. This Interpretive Knowledge is not developed in practice, requiring teacher education contexts with such a purpose. Considering the context of subtraction, which is one of the topics in which students have difficulties, a Task for Teacher Education has been conceptualized and implemented, which served as an instrument for data collection with 26 prospective kindergarten and primary teachers. The results revealed prospective teachers are able to find the answer to the problem for students, but reveal knowledge associated with an almost exclusivity of an evaluative interpretation of students' ways of thinking, seeking a correspondence with their own way of proceeding in mathematics and a use of a mathematical language inadequately even to describe the steps taken.
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