Contribuições analíticas do MTSK para as práticas na formação inicial de professores que ensinam Matemática: revisão de teses e dissertações

Abstract

This research report covers the initial training of teachers who teach Mathematics. As a Course Completion Work, our objective is to analyze MTSK – specialized knowledge of mathematics teachers in the context of initial teacher training. To meet the purposes of this research, we chose to employ qualitative methodology in the State of the Art modality, developed from six master's theses found through mapping carried out in two national consultation bases. The search was carried out in two databases (The Brazilian Digital Library of Theses and Dissertations and the CAPES Catalog of Theses and Dissertations), disregarding the time factor in such a search. By reading the six studies that made up our repertoire in full, it was possible to highlight the importance of the MTSK model. The analysis of the selected dissertations highlighted the importance of the model for evaluating the potential of training practices in mobilizing essential mathematical and pedagogical knowledge, proving to be fundamental for the cultivation of inclusive and reflective practices in Mathematics teaching and reinforcing teaching competence in different environments.