1+1+1 STRUCTURE IN MATHEMATIC’S TEACHER TRAINING COURSES: A NEW TREND?

Abstract

This work aims to present one of the main results obtained in a master’s level (SILVA, 2020), alongside recent studies related to the theme. Our research had as its scope the study of statements about the permanence and non-permanence of students in the Mathematics Teacher Training course (LM) at UFRGS Michel Foucault's Discourse Analysis (2013) structured the Research theoretically and methodologically. The research data was constructed through questionnaires and interviews with students and former students of that course. When investigating the utterances in these speeches, we noticed the manifestation of the existence of three lines of training promoted by the same LM course, which we call: theoretical training in mathematics; theoretical training in mathematics education/education; and practical training; each one with its statements and discourses on education (mathematics), which could even be excluded (SILVA, 2020). Despite referring to a specific context and originating from the application of Discourse Analysis, this result speaks to one of the findings of Zaidan et al. (2021) study, based on Pedagogical Projects of LM courses from various public higher education institutions in Brazil, that Mathematics Degrees seem to be divided between mathematical training, didactic-pedagogical training and professional practice; and with the observations of Moreira (2012), regarding aspects that also characterize the presence of the “3+1” structure in LM courses.