Resumo:
This master’s dissertation focused on contributing to the advancement of understanding regarding the mathematics teacher educator and the concept of function. It comprises two independent objectives that guided the development of related empirical studies within the same research context, resulting in a multipaper-format dissertation. Both articles address empirical research with a qualitative approach, respectively guided by the following objectives: to understand how mathematics teacher educators shape the preparation of pre-service teachers in relation to the concept of function, and to understand how educators describe what future teachers need to know about function in order to teach.To achieve the objectives in both studies, two mathematics teacher educators (MTEs) from the State University of Feira de Santana (UEFS) participated. The following procedures were used for data collection: classroom observation, post-observation interview, document analysis, and interview.The analyses reveal how mathematics teacher educators structure the preparation of future teachers concerning the concept of function, including: the nature of the proposed tasks, practical teaching language, and scientific articles. When examining how the educator describes what teachers need to know about function, three central dimensions are highlighted: teaching perspectives; organization and approach to the content of functions; and perspectives on the subject and its relevance in teacher education.The results of the data analysis provide a foundation for enhancing our understanding and for guiding future research on how mathematics teacher educators’ pedagogical communication influences the preparation of future teachers.
