Training teachers who teach mathematics from a perspective of complexity: discussion gathering experiential fragments

Abstract

I present assumptions that support a complex perspective of training teachers who teach mathematics. The complexity is a part of contemporary studies on cognition and human development. It reaches resonance in the scientific community, engaged with inter and transdisciplinary discussions, in the different formative spheres. This article seeks to discuss issues related to the training of teachers who teach mathematics from the complexity´s perspective, as Edgar Morin postulates. Of an analytical and reflective nature, I take the idea of pertinent knowledge as a theoretical anchor and Complex Thought, as the matrix line under which I analyze fragments of formative experiences lived by a teacher who teaches mathematics in the Basic Education, and fragments of experiences lived by an adult student trying to learn mathematics. Both have no link with each other. From the first, I analyze the reflection, in their students, of their formation process. From the second, I analyze the reflection of her teacher in the student learning process. I take the idea of Complex Thought as articulating and multidimensional, in which articulating, relating and contextualizing are intrinsic movements in teaching. As a result, I provide indications that the density of learning in mathematics is linked to didactic principles, developed by teachers in their formative processes, which range from the pedagogical prescription, in one hand, to the problematization of contextualized situations, while pertinent, in another.