Tarefas matemáticas e seus usos operados por licenciandos no estágio de regência

Abstract

The research discusses the use of mathematical tasks in the initial and continuing education of teachers, organized into three main studies: mapping trends in scientific production, analyzing the messages perceived by pre-service teachers when designing these tasks, and investigating the transformation of tasks in the school environment. In the first study, the objective was to map trends in scientific production on mathematical tasks applied to teacher training. This study was based on a bibliographic analysis of 39 articles published between 2020 and 2024 in national and international Mathematics Education journals. Four main categories of analysis were identified: objectives, theoretical frameworks, methodological aspects, and results. The findings highlight the relevance of mathematical tasks in understanding their types, adaptations, and uses in training and school settings, as well as for the development of pedagogical and mathematical knowledge among future teachers. However, the need for more studies promoting collective discussions among teacher educators and pre-service teachers was identified, particularly regarding the creation of tasks contextualized to pedagogical practice. In the second study, the focus was on identifying and understanding the messages conveyed by pre-service teachers when planning mathematical tasks. Based on Basil Bernstein's theory, the analysis addressed five arenas: context, language use, structure, distribution, and topics. The study involved pre-service teachers during supervised teaching practice, with data collected through journal entries, recordings of academic meetings, and interviews. The tasks were analyzed as artifacts that regulate, select, and shape pedagogical practices in teacher education. The investigation concluded that engaging in academic discussions about the messages embedded in tasks directly influences pre-service teachers' pedagogical choices, fostering more reflective and well-grounded future practices. Finally, in the third study, the objective was to investigate how mathematical tasks are transformed in the school environment. This qualitative research analyzed how the mediation of tasks by pre-service teachers facilitates learning. Environments where students actively participate and discussions are connected to their realities proved to be more favorable for developing new content. These findings reinforce the importance of guiding pre-service teachers in selecting and using tasks, highlighting factors that impact their implementation, such as the level of student autonomy and the relevance of the context. The research concludes that mathematical tasks are essential artifacts in the initial and continuing education of teachers. They promote reflection, collaboration, and contextualization, strengthening more meaningful pedagogical practices. At the same time, challenges such as the need to create collective discussion spaces and encourage connections to real-life situations are highlighted as fundamental elements to enrich Mathematics teaching and drive future investigations in the field.