Students are encouraged to write down their perceptions about the process experienced in math classes, what emerges from this?

Abstract

This study derives from the scenario of initial teacher training, more precisely in the context of the Mandatory Curricular Supervised Internship of two licentiate students of a Licentiate Degree in Mathematics. Regency internship that was carried out with 8th grade students from a Municipal Elementary School in southern Brazil who, in the final part of the interventions, were invited and encouraged to write about the process experienced in the classroom with the undergraduates. Thus, we aim to understand the perceptions of these students participating in the conducting internship interventions about the process and experience. For this, we developed a qualitative study whose data were analyzed using the procedures of Textual Discursive Analysis by Moraes and Galiazzi (2011). Five categories emerged from the process of analyzing students' perceptions, namely: (i) perceptions about attitudes; (ii) general learning perceptions; (iii) perceptions related to teacher practice; (iv) perceptions of learning about procedures; (v) learning perceptions in relation to concepts. We conclude that students highlight more perceptions related to behavior and subtly refer to conceptual learning, which may indicate situations in which students have difficulties in expressing themselves or also difficulty in understanding what was requested by teachers in training. However, the importance of a constructive reflective look was evidenced when we seek to give meaning to the act of evaluating in the classroom and how it can contribute to a better understanding of student learning.