The Social Representation of the teaching-research-extension triad in the Mathematics Degree modular course: its elaboration and repercussion

Abstract

This paper is a part of a research developed in the investigative context of a master's degree in the field of Mathematics Teacher Education and aims to investigate the Social Representation of the triad teaching-research-extension of the students of the modular course of Degree in Mathematics of UEPA and the repercussion of this representation in the initial training of these students. This is a research developed under a qualitative approach, with an investigative intervention along the lines of collaborative action-research developed with the collaboration of eight students from the Degree in Mathematics course of UEPA - Campus VII, in partnership with the Collaborative Group of Mathematics Education and Afro-Brazilian Education - GCEM/EAB from UEPA - Campus X, in an interface between University and School. The guiding question that led to the specification of this research was: In what terms do the experiences of the initial formation of future mathematics teachers have repercussions in their social representations about the triad teaching-research-extension? The results reveal that the social context of the students mobilized elements for the constitution of a social representation of the triad teaching-research-extension marked by the primacy of the Teaching function, but the experiences of the students in the collaborative group enabled them a new representation about the training of the mathematics teacher.