Abstract:
This paper presents the findings of an investigation on the senses and meanings attributed by the alumni of an undergraduate mathematics course to their initial education, as well as describes the methodological approach used to interpret information. Research participants were alumni of an undergraduate mathematics course in a higher education institution of Santa Catarina. To collect data, the instruments used were: a survey, which enabled the selection of interviewees and topics to be further developed; and a semi-structured interview, whose results were analyzed in accordance with the cores of meaning as proposed by Aguiar and Ozella (2006). The analysis highlighted three cores: a) the classroom preparation: activity developed through multiple experiences; b) professional knowledge: challenges and paths for its construction; c) math class and the teacher-student relationship. Listening to alumni was important to reflect and theorize about not only this course but the remaining undergraduate teacher-training courses.
Keywords:
teacher training course; senses; meanings; social-historical psychology