Possíveis contribuições do componente curricular de cálculo diferencial aos conhecimentos dos professores para ensinar matemática na educação básica

Abstract

The high failure rate in the Differential Calculus curriculum component has been discussed for decades. Different factors, ranging from Basic Education to Higher Education, can be pointed out as causes of this problem. This study, developed for the Capstone Project, is characterized as a systematic review research, of a qualitative nature, which aims is to highlight that the literature points to regarding the possible contributions of the Differential Calculus curriculum component, developed in teacher training programs, to teachers' knowledge for teaching Mathematics in Basic Education. Specifically, it aims to map research that addresses the possible contributions of the curriculum component, identify the contributions of the Differential Calculus component to the knowledge of Basic Education teachers, and point out directions for research and possibilities for future research. The theoretical framework adopted for the analysis of the produced data will be given by the Didactic-Mathematical Knowledge (DMK) model of Pino-Fan and Godino (2015). Through these, three studies were selected, from which the analysis resulted in two categories: Pre-calculus and Differential Calculus, considering the dimensions of the DMK. In the first, the exploration of the theses of Andrade (2020) and Denardi (2019) allowed us to infer that in the Pre-calculus curriculum components there is the possibility of developing knowledge in the Mathematical Dimension as well as the Didactic Dimension. In the second category, when analyzing Kurz's dissertation (2023), it is observed that in the Differential Calculus course there is only the mobilization of knowledge from the Mathematical Dimension. Finally, the need to work with a focus on teaching is emphasized, since teacher training courses aim at teacher training.