IDENTIFICATION OF TEACHER LITERACY ELEMENTS FROM EXAMINATION IN RESEARCH ON MATHEMATICS TRAINING

Abstract

This work aims to identify elements related to Teacher Literacy from research that deals with the teacher training of teachers who teach mathematics. To this end, a corpus of articles published between 2019 and 2023 in mathematics education journals was selected for review. Following an initial examination of the articles that constituted the research corpus and the identification of categories including reading and discussion of texts, reading and analysis of tasks, and reading/listening to class narratives, it was possible to establish a further category entitled Learning in Solving Tasks. This was based on the reading of the aforementioned articles. This category was identified throughout the process of examining the sources as a potential avenue for observing the initiation of actions aimed at developing not only a pedagogical domain, but also a conceptual one, from a literacy perspective related to pedagogical practice, intrinsic to the mobilization of knowledge specific to teaching in diverse situations, which foster learning. In other words, Teaching Literacy is present in the proposals of the studies examined, which was observed through the learning related to it. Although the Learning category was the most prevalent in the texts, there was a notable consistency across the works, without one approach standing out significantly. Ultimately, it can be inferred that the proposal of solving tasks in teaching training, particularly those addressing statistical literacy, held a particular prominence.