ATHADEU BATISTA, Lucas; CRISOSTOMO, Edson    DE MACEDO, Josué Antunes. Didactic-Mathematical Knowledge mobilized by future mathematics teachers. []. , 17, 2, pp.194-207. ISSN 1390-8642.  https://doi.org/10.17163/alt.v17n2.2022.03.

From the perspective of mathematics education, several studies focus on the training of mathematics teachers. This article is a part of a master's research. It aims to analyze the didactic-mathematical knowledge mobilized by future mathematics teachers when solving tasks centered on themes related to financial education. It is qualitative research developed in the context of teacher education, consisting of a sample of undergraduate students in mathematics from two public higher education institutions in the North of Minas Gerais (Brazil). For data collection, a workshop was developed with five tasks, four of which were synchronous, carried out by Google Meet, and one asynchronous, posted on Google Classroom, which articulates mathematical content with themes related to Financial Education, namely: Reflection on a class of math; reflecting on inflation and price indices; analyzing housing finance; analyzing interest and its applications in credit operations; elaborating activities related to interest applications. Data analysis, carried out from the mathematical and didactic dimensions of the Didactic-Mathematical Knowledge (DMK) model, revealed that future teachers satisfactorily mobilized the common knowledge of the mathematical content and, partially, the expanded knowledge. The mobilization of didactic knowledge was satisfactory only in the cognitive facet and partial in the other facets of the DMK.

: Mathematics teachers' formation; Didactic-Mathematical Knowledge; financial education.

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