Crenças de futuros professores de Matemática a respeito do vaivém online

Gabriel Silva Zuza; Felipe Rodrigues da Silva; Guilherme Cazarin de Oliveira; Jhony Henrique Zanella; Leandro Branco Laranjeira da Silva

doi:10.57077/monumenta.v12i12.309

Authors

Gabriel Silva Zuza Universidade Estadual do Paraná
Felipe Rodrigues da Silva Universidade Estadual do Paraná
Guilherme Cazarin de Oliveira Universidade Estadual do Paraná
Jhony Henrique Zanella Universidade Estadual do Paraná
Leandro Branco Laranjeira da Silva Universidade Estadual do Paraná

DOI:

https://doi.org/10.57077/monumenta.v12i12.309

Keywords:

Vaivém, Teacher education, Mathematics Education, Beliefs, Pedagogical practice

Abstract

This study investigates the beliefs of prospective mathematics teachers about the use of the vaivém as a pedagogical and formative tool. The study was conducted with undergraduate students from a public university in Paraná, who experienced the online vaivém during mathematics teacher education courses in 2024 and 2025. Based on the participants’ experiences and reflections, perceptions were identified regarding the vaivém’s potential to foster listening, reflective writing, and closer relationships between teacher and student, or between teacher educator and (future) teacher in training. As a result, it is inferred that the vaivém can be an important tool for the education of (future) mathematics teachers and students, mainly because it allows for more personal and reflective exchanges. For future research, it is suggested to investigate how it can be used in other areas of knowledge or at different stages of teacher education, as well as in combination with methodologies that encourage active student participation.