Mathematics teacher’s specialised knowledge manifested in classroom observation reports

Abstract

In  the  Mathematics  Degree  Course  of  the  State  University  of  Londrina,  one  of  the  actions  that composes the Supervised Curricular Internship is the preparation of a Classroom Observation Report, guided  by  a  script. Among  the  items  that  constitute  this  script,  some  have  the  potential  to  trigger  a reflective  writing,  which  is  a  possibility  for  the  manifestation  of  professional  knowledge.  In  this context,   this   article   aims   to   identify   domains   and   subdomains   of   the   Mathematics  Teacher’s Specialised Knowledge (MTSK) model manifested in items that have the potential to trigger reflective writing  in  future  teachers  in  the  preparation  of  the  Classroom  Observation  Report.  Thus,  from  the readings of the productions related to these items of the Reports of twelve interns, we have evidenced writings  that  manifested  knowledge  related  to  the  model.  In  addition,  we  noted  that  something  that appears  to  be  conducive  to  this  manifestation  consists  of  requesting  that  the  interns  reflect  on  each class observed and, especially, that they indicate whether there was any time when they would adopt other referrals if they were in teaching positions. Finally, we suggest that guidelines such as those of the analyzed items be proposed to interns in the elaboration of Classroom Observation Reports, aiming to  encourage  the  manifestation  of  specialised  professional  knowledge  through  reflection  on  the observations.