The LearnTeaching Geometry in the early years and the collaborative work at the beginning of teaching in the light of the knowledge base for teaching Lee Shulman

Abstract

We share referrals and results of a master's study, defended in May 2018, linked to the Postgraduate Program in Teaching and Formative Processes of the São Paulo State University "Júlio de Mesquita Filho" (UNESP, Ilha Solteira), which aimed to understand AprenderEnsinar Geometry at the beginning of teaching by teachers who are members of a collaborative group. For this text, given the excerpt of the work, we take as object of analysis the learning of Paula a teacher participating in the "Group of Collaborative Practices in Mathematics Education in the early years" (GPCEMai-UFMS). The methodological approach is of a qualitative nature, in the form of strategic action research, in which it was sought to develop pedagogical practices and awaken the look at the relevance of the development of students' geometric thinking in Van Hiele's perspective. Regarding the results, we articulate recommendations on the approach of the aspects and characteristics / attributes that define Geometry with the knowledge bases for Lee Shulman's teaching: pedagogical, specific and curricular content knowledge. In summary, given the experience of collaboration lived by the teacher, it is possible to conclude that the study undertaken in the planning and task elaboration sessions made it possible to understand the structuring principles of the development of geometric thinking, which were the object of reflection in the sharing of actions in the space of the group.