Troubleshooting Math Box in inclusive and dialogical encounters with teacher-trainee-researchers: what do the narratives and experiential diaries reflect?

Abstract

This article aims to analyze the contributions of dialogical moments in the weaving of the Troubleshooting Math Box to the teaching-learning processes of mathematics in formative and dialogical encounters with teacher-trainee-researchers. To produce data in the context of research-training, we used the oral narratives and the experiential diaries recorded and shared by the participants of the pedagogical workshop “The Mathematical Problematizing Box in the teaching-learning processes: fun, play, create and problematize pedagogical actions!”. Held in the scope of the research and extension project “The professional development of the teacher who teaches mathematics in the early years: narratives of training and study group” and of the Specialization course in Teaching Science and Mathematics in the Early Years, in the second semester of 2021. The Troublesome Math Box as a didactic-pedagogical-playing resource, creatively (re)invented by the authors of this text, by proposing the experience of four dialogical moments - Establishing contact; Choosing and sharing the meanings of the didactic-pedagogical-playing resource; Dynamizing experience; Dialogical-problematizing records -, provides teaching-learning mathematics by playing, energizing, creating and problematizing. The group that participated in the pedagogical workshop was delighted and very happy to experience the dialogical moments created to make the Problematizing Math Box more dynamic in the formative and dialogical meetings and in the teaching and learning processes of mathematics in basic and higher education. In fact, in the narratives and experiential diaries produced, the students and teachers point out the contributions of this didactic-pedagogical-playful resource for training and teaching practice: problematizing pedagogical actions; rethinking the teaching of mathematics and reflecting on pedagogical practice; teaching-learning mathematical content with pleasure and enthusiasm, among others. Thus, training practices that favor a closer approach to mathematics allow its daily creative (re)invention based on the understanding that it is a human construction and requires inclusive practices, in which everyone can learn in dialogical interactions with others.