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Early years´trainee teachers´geometric knowoledge : the case of defining a rectangle
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Orientador(es)
Resumo(s)
Teachers’ knowledge is one crucial aspect on students learning. Such
knowledge can be perceived in a wide range of perspectives, being one of
the most prominent the conceptualization of the Mathematical Knowledge
for Teaching, and its specificities linked with the labor of teaching. In
mathematical activity, definitions can be perceive as essential as they are
transversal to the different topics and they constitute a basic component of
the mathematical structure. Being Geometry one of the areas in which both
students and teachers reveal difficulties, and polygons, in particular
rectangles, one core domain in which many other topics are sustained,
improving students and teachers knowledge on definitions is of fundamental
importance.
This paper discusses some problematic aspects on prospective teachers’
knowledge on definitions, discussing the particular case of defining a
rectangle. It intends to devise some insights on the reasons behind the main
difficulties in order to allow conceptualize ways for improving training.