The present research presents the subject of Supervised Internship in Mathematics, as the initial
constitution to the teaching of the future Mathematics teacher, in which the question consisted
in knowing: in what terms the experiences lived by the future teachers of Mathematics
contribute to the Teaching practice in mathematics? And, as an objective: to investigate the
formative contributions experienced by future Mathematics teachers during the Supervised
Internship. The theoretical bases are based on legal frameworks and literature that govern
Supervised Internships, highlighting the stage in the training of teachers who will teach
Mathematics. The methodological course was structured in the assumptions of the research of
the Case Study type and its tools, approaching a general view of the research and three other
chapters, the first of which addresses the theoretical discussion about the Supervised Internship;
The second methodological referrals, finally, in the third, we present the analyzes of the
information gathered with the group of six groups for the collection and analysis of the
information. The text was structured from the introduction of collaborators, evidencing that the
training practices, carried out in the Supervised Internship discipline, bring the future
Mathematics teacher closer to the reality of his profession, through the articulation between
theory and practice, aiming to provide learning in schools Of Basic Education, during the
phases of observation of the different school spaces; Of the regencies in Elementary School II
and High School, with the teaching and learning of school mathematics.
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