Contributions of Historical-Cultural Theory to the training of teachers who teach mathematics in Brazil: a study based on SIPEM

Abstract

This article aims to understand what Brazilian research, based on the Historical-Cultural Theory (HCT), reveals about the training of teachers who teach mathematics and focuses on the scientific papers published in the Proceedings of the International Seminar on Research in Mathematics Education (SIPEM), in Working Group 7, in the last ten years (2014 to 2023). The ten-year time frame led us to review the literature of the 2015, 2018 and 2021 editions of the event, which, in the field of Mathematics Education in particular, can contribute to the systematization of information for researchers to dialogue with the growing scientific production in the area. The set of 12 studies analyzed highlights the importance of collective work in teacher training spaces. In this space, the actions of teachers and future teachers who teach mathematics gradually begin to reflect a change in the meaning of the pedagogical activity that is being produced collectively, both through a change in the participants' motives for taking part in these spaces and an awareness of the structure of the teaching activity itself. This process, as the research analyzed shows, involves new meanings on the part of the subjects about elements of the organization of mathematics teaching and about the role of elements such as games, problems and the very concept of assessment.