Aproximações da prática docente: uma prática de ensino de alta alavancagem no contexto da formação de professores que ensinam desigualdades matemáticas na Educação Básica

Teaching practice approaches have shown promise in involving teachers in constituent parts of teaching practice. In this article, we seek to identify and characterize signs of mathematical proficiency for teaching and learning mathematical inequalities manifested by teachers who teach mathematics in the face of deliberate practices that bring them closer to teaching practice. This is a qualitative-interpretative research, developed in a continuing education experience in the context of a pedagogy of teacher training in Basic Education. The textual corpus of the analysis was obtained through the selection of mathematical tasks, role-playing and elaboration of a lesson plan. The results reveal that the teaching practice approaches, as proposed in this article, constitute high-leverage teaching practices, as well as contribute to the promotion of signs of mathematical proficiency for teaching and learning mathematical inequalities related to the teacher's mathematical noticing, mathematical reasoning and mathematical creativity.