THE IMPORTANCE OF MATHEMATICS DIDACTICS IN UNDERGRADUATE MATHEMATICS EDUCATION

Abstract

This paper addresses the natural positions in mathematics teaching and aims to reflect on these dispositions, seeking to build a framework of didactic knowledge that will equip future mathematics teachers and lead them to professional emancipation through continued practice. The objective of this work is also to spark enthusiasm for an applied methodology that can fill existing gaps in the pursuit of the objectives to be achieved. Furthermore, the teacher's methodological act must determine the level of guidance for each project according to the class's objectives. Ultimately, any method applied requires some knowledge from the teacher. At the end of their studies, teachers are expected to have expanded their knowledge of mathematical didactic knowledge and, most importantly, to be able to carry out their teaching activities with firmness and wisdom, becoming equipped to find solutions to various professional challenges. Mathematics teacher training and ongoing qualification require not only mastery of the content but also a variety of appropriate teaching methodologies. This article also discusses the relevance of mathematical methodology in the Mathematics Degree course, highlighting its contribution to the construction of knowledge, development of logical reasoning and qualification of pedagogical practices, emphasizing that Mathematical methodology should be understood as the main path in teacher training, as it allows the integration between theory and practice, favoring meaningful learning.