FORMATIVE PROCESS IN GEOMETRY AND TASK DEVELOPMENT IN A COLLABORATIVE CONTEXT
This qualification report presents a qualitative research on a formative process with math teachers working in the Final Years of Elementary School (6th to 9th) when they plan and design geometry tasks in a collaborative group. To produce the data, we used a questionnaire and footage of the meetings held by the group and the respective classes of the participating teachers. The writing of this dissertation is presented in multipaper format, structured in 5 chapters. Chapter 1 refers to the Introduction, which provides the academic trajectory of the researcher, the justifications of the study, the three objectives, the organization of the dissertation and the methodological procedures adopted in its development. Chapter 2 presents the first article of the literature review in the meta-synthesis mode - this refers to the first objective of the research (1) to identify and analyze theoretical and methodological aspects related to mathematics teacher education and geometry teaching. In chapter 3, there is the second article, with the specific objective of the research (2) to analyze a formative process from the perspective of collaboration aimed at reflecting the practice of the teacher who teaches geometry. Chapter 4 covers article three - which aims to (3) describe how teachers of the final years of elementary school develop tasks to teach geometry. Finally, chapter 5 will deal with the concluding remarks.