标题：Conhecimentos mobilizados por professores que ensinam matemática e o conceito de função na educação básica (Mobilized knowledge by teachers who teach mathematics and the concept of function in basic education)
其他标题：Conhecimentos mobilizados por professores que ensinam matemática e o conceito de função na educação básica (Mobilized knowledge by teachers who teach mathematics and the concept of function in basic education)
摘要：Abstract The purpose of this article is to investigate the knowledge related to the concept of function, mobilized by teachers who teach mathematics in Basic Education. Relationships are established with the theoretical and analytical presuppositions of the Mathematical Knowledge for Teaching domains, proposed by Debora Ball and her collaborators, based on the ideas of Lee Shulman. The aim of this study was to identify and analyze constituent aspects of the Content Specific Knowledge and Pedagogical Content Knowledge domains of a group of teachers participating in an extension course at a public university in São Paulo in the Education Observatory Program (OBEDUC). Based on a task of professional teacher learning about the concept of function, we have identified and analyzed questions of a task involving the concept of function. The protocols of resolution were taken as data. The methodological structuring is based on a qualitative approach of an interpretative nature. The results showed that the knowledge mobilized by the teachers prioritizes the graphic and tabular representations, promoting the use of softwares and spreadsheets as didactic resources, and also emphasize the presence of ‘letters’, as one of the factors causing difficulties presented by the students of the different levels of Basic Education in the study of functions.
