Abstract
At the end of 1980s, with the creation of SBEM (Brazilian Society of Mathematical Education), the scientific space of Mathematical Education was expanded to new times, in which modern Mathematics declined and technological advances rose up, especially concerning the questioning of mathematics teachers’ professional knowledge. Within the scope of these questionings, along with the appreciation of the subjective aspects in teacher's training, there are concerns about the complexity involved in the characterization of professional knowledge and the difficulty of systematizing them in face of their transformation into institutionalized knowledge. Based on the assumption that professional knowledges are those that have undergone complex processes of objectification and systematization until they become institutionalized and integrate the formation of a certain socially recognized profession, we selected six seminal studies in an attempt to understand what knowledge was considered essential for the teacher to teach Mathematics nowadays. The results point out to the existence of a non-dispersed and fragmented formation, capable of expressing an appropriate professional sense for a new century, that puts in tune knowledge of the reference science with knowledge of educational sciences, Mathematics teaching knowledge with art and science and, suitable for teaching in an ever-changing world.
Keywords:
History of Mathematics Education; SBEM; ENEM; Teaching Profession; Knowledge to teach Mathematics
Fonte: O autor (2018)