Resumo

CLIMENT, Nuria et al. What knowledge and conceptions mobilize future teachers analyzing a classroom video?. Relime [online]. 2013, vol.16, n.1, pp.13-36. ISSN 2007-6819.

The use of the Primary Education (PE) class sessions video in the initial training of teachers provides realism to the theoretical discussions of Master's degree classrooms, contributing to the link between theory and practice on the basis of reflective processes that help to transcend the normal general comments of teacher students (TS). The objective of this study is to identify the conceptions for the teaching and learning of mathematics, as well as the mathematical knowledge for teaching (particularly the knowledge of mathematics and the teaching and knowledge of mathematics and students) that a group of TS use when observing a PE video. Using a research design consistent with a teaching experiment (Steffe and Thompson, 2000) (in which an instructional design, aimed at TS, regarding the introduction of the concept of division, is refined by means of successive cycles of implementation and analysis), the way the analysis of teaching situations in PE promotes the questioning of TS is highlighted.

Palavras-chave : Initial training of teachers; Analysis of videos; Conceptions of the teachers; Mathematical knowledge for teaching; Teaching experiment.

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