出版社：Escola Superior de Educação do Instituto Politécnico de Santarém
摘要：In this paper we analyzed the narratives written by Education students about their learning and school experiences with mathematics in their formation as students and how it is resumed in the moment of preparing and developing classroom teaching activities is this area for children (from 6 to 10 years old) from Elementary School on their Teaching Internship. The results point that when springs the speeches about experiences with mathematics during the course, the content is usually about the pain suffered in classroom or in the accomplishment of tasks or tests, or in a smaller number about the happy memories, a class, a subject or an important teacher. At internship period they revive those memories which lead them in many cases to strive for doing it differently than their own teachers. They try to contextualize the teaching through references to the children’s everyday life. They demonstrate care to the ludic aspect in opposite to the tiresome classes that they have in their memories, and with the use of manipulative materials in opposite to conceptualization focused teaching. Sometimes they repeat the models they have and don’t realize that. By narrating those experiences confronting their choices when they put themselves in the teacher’s role in a process of building and becoming aware of their knowledge, the future teachers assume an autonomous posture on their own formation process.
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