Resumo

PRATES, Uaiana  e  MATOS, João Filipe. Collaboration in the Context of Initial Mathematics Teachers’ Education in Distance Education in Brazil. Sisyphus [online]. 2021, vol.9, n.2, pp.132-153.  Epub 08-Set-2021. ISSN 2182-8474.  https://doi.org/10.25749/sis.21773.

This article discusses collaboration in the context of distance mathematics teacher education. From a qualitative approach methodology, the objective was to answer the following question: how do future Mathematics teachers perceive collaboration in the context of Distance Education? We interviewed seven students from the Federal University of Tocantins about the practices developed throughout the course. We used the theory of Communities of Practice as a guideline in the collection and analysis of data. Future mathematics teachers highlight collaboration between colleagues as the main reason for their stay throughout the course. In other words, the importance of collaboration between peers for the maintenance of communities of practice in initial mathematics teacher’s education is perceived. Despite this, students point to a lack of activities, proposed by the course, that support collaborative or even group work.

Palavras-chave : distance education; collaboration; mathematics teacher training; communities of practice.

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