Acceso usuarios
Alex Paubel Junger, Antonio Carlos de Alcântara Thimóteo, Cristiane Gomes de Carvalho Fontana, Victor Inacio de Oliveira, Valdecil de Souza, Michel da Costa, Rodrigo de Souza Marin, Felipe Guimarães de Souza
Mathematics teaching presents several challenges, especially when it comes to training teachers to meet the demands of contemporary classrooms. This article discusses the main challenges of teacher training in Mathematics Education, highlighting the need for pedagogical preparation beyond mastering the content. It emphasizes the gap between academic qualifications and teaching skills, highlighting the importance of continuous professional development to guarantee results in teaching practices. Thus, the article discusses innovative practices and the integration of digital technologies in university teaching and how these tools can promote dynamic learning environments, encourage problem solving and support personalized teaching. However, it also recognizes that the successful adoption of these resources depends on institutional support and the digital literacy of the educators involved. Finally, the work analyzes strategies that enhance student engagement and promote meaningful learning in Mathematics. Emphasizing the relevance of active methodologies, inclusive pedagogical approaches and the creation of collaborative learning spaces that consider the three interconnected aspects: teacher training, innovation with technology and student engagement, the article contributes to an understanding of the structural and pedagogical transformations necessary for quality teaching from initial teacher training, especially in the context of Mathematics Education.
