Motivações e perspectivas à prática docente de acadêmicos do curso de licenciatura em matemática

Abstract

The initial training of academics in the Licentiate Degree in Mathematics is an important indicator when addressing the dropout of students throughout the course, causing uncertainties about interests, motivations and difficulties during the process of teacher training. In this sense, the objective was to understand the motivations and perspectives for the teaching practice of academics from the Licentiate Degree in Mathematics at a Higher Education Institution (HEI) in the state of Piauí. The research has a qualitative-quantitative nature of descriptive character, in which semi-structured questionnaires were applied to incoming academics (13 students) and concluding (6 students) of the Licentiate Degree in Mathematics, as well as the analysis of the information provided by the Academic Control of the IES on the offer of places in the course and the number of admissions and alumni since the beginning of the course in 2010. The Licentiate Degree in Mathematics course is an opportunity for many students to enter higher education. The motivations for joining the math course are low competition, teacher influence, family and/or friends influence, quick access to the job market, desire to be a math teacher, affinity for math and/or with exact area. Even so, there was a significant number of dropouts of students during the Mathematics course, which can be explained by difficulties in making sense of the contents of the mathematics area, failure in specific subjects and conciliation of study with work. perspectives of pursuing a professional teaching career were noted, with the aim of developing their knowledge and preparing for work in the classroom, in addition to promoting quality education, with the development of methodologies for the teaching learning process in Mathematics. Students' interest in understanding mathematical and pedagogical knowledge was observed, in order to improve their didactics in order to become future mathematics teachers to work in basic education and / or use the knowledge acquired to work in other areas related to math. Thus, it is necessary to combine theory and practice with the approach of didactic-pedagogical and methodological concepts, which can contribute to teacher education and identity construction of the Mathematics teacher.