Pedagogical support and its significance for the teacher, reflections on their teaching-mathematics experiences

Abstract

Introduction: The pedagogical support model creates a cycle of continuous improvement that respects the individual needs and contexts of teachers.

Objective: Demonstrate how pedagogical support for the teacher gains significance from the evaluative reflections they make on their didactic-mathematical experiences.

Methods: The methodology of a pre-experiment with a single group was applied for the initial (pretest) and final (posttest) measurement of how, through pedagogical support, the teacher acquires significance in the evaluative reflections they make about their didactic-mathematical experiences. The sample was non-probabilistic and consisted of 27 teachers; the inclusion criteria for selection were that they be Primary level teachers with more than three years of experience and that they agreed to participate in the research (informed consent).

Result: It was found that there was improvement in the three actions that characterize the significance of the evaluative reflections teachers make about their didactic-mathematical experiences, as regarding the critical analysis of educational interventions, it was observed that most teachers' perceptions were between consolidated achievement and work in progress; the same occurs with the action of generating informed adjustments, and with the promotion of innovations with impact; these results are higher than the pretest perception.

Conclusion: The study showed that pedagogical support with didactic situations related to the characterization and reconstruction of teachers' didactic-mathematical experiences, regarding work with concepts in numeration, geometry, measurement, and/or statistics, have a positive effect on the significance of the evaluative reflections teachers make about their own professional practice.