Mathematics Teacher's Specialised Knowledge revealed in reflective writing of prospective teachers as a result of class simulations

Detalhes bibliográficos
Autor(a) principal: Rodrigues, André Lima
Data de Publicação: 2021
Outros Autores: Teixeira, Bruno Rodrigo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2820
Resumo: The present article aims to identify the subdomains of the Mathematics Teacher's Specialised Knowledge revealed in the reflective writing of prospective teachers as a result of class simulations in the Mathematics Teaching Practice and Methodology discipline, highlighting the components of this formative context that have possibly contributed to the mobilization of such knowledge. To this end, we analyzed the reflective writings of three undergraduates of the fourth year of the Mathematics Teaching Degree Course of the Universidade Estadual de Londrina during the academic year of 2019, regarding the class simulation classes. The results revealed that the formative context was adequate to the model and components that possibly collaborated for this, such as discussing the proposed tasks with classmates and with the teacher educator, critical observation of the simulated classes, the resolution of tasks applied by classmates and the reflection upon the practice itself. Besides, they point potentialities of the use of the reflective writing in the initial formation of Mathematic teachers and the subject conduction dynamics to provide an appropriate environment for the mobilization of teaching professional knowledge and to the professional development of prospective teachers, also having the possibility of guiding the teacher educators in their formative practices.
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spelling Mathematics Teacher's Specialised Knowledge revealed in reflective writing of prospective teachers as a result of class simulationsConocimiento especializado del profesor de Matemáticas revelados en la escritura reflexiva de futuros profesores como resultado de simulaciones en el aulaConhecimento especializado do professor de Matemática revelado na escrita reflexiva de futuros professores decorrente de simulações de aulasConhecimentos Profissionais DocentesMTSKSimulações de AulasPrática de EnsinoEscrita ReflexivaTeacher Professional KnowledgeMTSKClass SimulationsTeaching PracticeReflective WritingConocimientos Docentes ProfesionalesMTSKSimulaciones de ClasePráctica DocenteEscritura ReflexivaThe present article aims to identify the subdomains of the Mathematics Teacher's Specialised Knowledge revealed in the reflective writing of prospective teachers as a result of class simulations in the Mathematics Teaching Practice and Methodology discipline, highlighting the components of this formative context that have possibly contributed to the mobilization of such knowledge. To this end, we analyzed the reflective writings of three undergraduates of the fourth year of the Mathematics Teaching Degree Course of the Universidade Estadual de Londrina during the academic year of 2019, regarding the class simulation classes. The results revealed that the formative context was adequate to the model and components that possibly collaborated for this, such as discussing the proposed tasks with classmates and with the teacher educator, critical observation of the simulated classes, the resolution of tasks applied by classmates and the reflection upon the practice itself. Besides, they point potentialities of the use of the reflective writing in the initial formation of Mathematic teachers and the subject conduction dynamics to provide an appropriate environment for the mobilization of teaching professional knowledge and to the professional development of prospective teachers, also having the possibility of guiding the teacher educators in their formative practices.Este artículo tiene como objetivo identificar subdominios de conocimiento especializado del profesor de matemáticas, reveladas en la escritura reflexiva de futuros docentes como resultado de simulaciones de aula en una disciplina de Práctica y Metodología de la Enseñanza de las Matemáticas, y evidenciar componentes de este contexto formativo que posiblemente contribuyeron a la movilización de dichos conocimientos. Para ello, analizamos los escritos reflexivos de tres estudiantes de pregrado matriculados en el cuarto año de la Licenciatura en Matemáticas de la Universidade Estadual de Londrina (Universidad Estatal de Londrina, Brasil) en el año académico de 2019, haciendo referencia a las clases destinadas a la simulación de clases. Los resultados revelan la adecuación del contexto formativo al modelo, y componentes de ese contexto que posiblemente potenciaron dicha movilización, como las discusiones mantenidas con los compañeros y con el docente sobre las tareas propuestas, la observación crítica de las clases simuladas, la resolución de tareas propuestas por los compañeros y la reflexión sobre su propia práctica. Además, señalan el potencial del uso de la escritura reflexiva en la formación inicial de los docentes de matemáticas y la dinámica de conducción de la disciplina para brindar un entorno oportuno para la movilización del conocimiento docente profesional y el desarrollo profesional de los futuros profesores, pudiendo orientar a los formadores de docentes en sus prácticas de formación.O presente artigo tem como objetivos identificar subdomínios do Conhecimento especializado do Professor de Matemática revelados na escrita reflexiva de futuros professores decorrente de simulações de aulas em uma disciplina de Prática e Metodologia do Ensino de Matemática e evidenciar componentes desse contexto formativo que possivelmente colaboraram para a mobilização de tais conhecimentos. Para isso, analisamos as escritas reflexivas de três licenciandos matriculados no quarto ano do curso de Licenciatura em Matemática da Universidade Estadual de Londrina no ano letivo de 2019, referentes às aulas destinadas à simulação de aulas. Os resultados revelam adequação do contexto formativo ao modelo e componentes desse contexto que possivelmente potencializaram tal mobilização, como as discussões realizadas com os colegas da turma e com o formador a respeito das tarefas propostas, a observação crítica das aulas simuladas, a resolução de tarefas aplicadas pelos colegas e a reflexão sobre a própria prática. Além disso, apontam potencialidades do uso da escrita reflexiva na formação inicial de professores de Matemática e da dinâmica de condução da disciplina para propiciar um ambiente oportuno à mobilização de conhecimentos profissionais docentes e ao desenvolvimento profissional de futuros professores, podendo orientar formadores de professores em suas práticas formativas.Editora Cruzeiro do Sul2021-03-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/282010.26843/rencima.v12n3a02Revista de Ensino de Ciências e Matemática; v. 12 n. 3 (2021): abr./jun.; 1-262179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2820/1582https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2820/1530https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessRodrigues, André LimaTeixeira, Bruno Rodrigo2023-05-13T20:49:40Zoai:ojs.pkp.sfu.ca:article/2820Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-05-13T20:49:40Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Mathematics Teacher's Specialised Knowledge revealed in reflective writing of prospective teachers as a result of class simulations
Conocimiento especializado del profesor de Matemáticas revelados en la escritura reflexiva de futuros profesores como resultado de simulaciones en el aula
Conhecimento especializado do professor de Matemática revelado na escrita reflexiva de futuros professores decorrente de simulações de aulas
title Mathematics Teacher's Specialised Knowledge revealed in reflective writing of prospective teachers as a result of class simulations
spellingShingle Mathematics Teacher's Specialised Knowledge revealed in reflective writing of prospective teachers as a result of class simulations
Rodrigues, André Lima
Conhecimentos Profissionais Docentes
MTSK
Simulações de Aulas
Prática de Ensino
Escrita Reflexiva
Teacher Professional Knowledge
MTSK
Class Simulations
Teaching Practice
Reflective Writing
Conocimientos Docentes Profesionales
MTSK
Simulaciones de Clase
Práctica Docente
Escritura Reflexiva
title_short Mathematics Teacher's Specialised Knowledge revealed in reflective writing of prospective teachers as a result of class simulations
title_full Mathematics Teacher's Specialised Knowledge revealed in reflective writing of prospective teachers as a result of class simulations
title_fullStr Mathematics Teacher's Specialised Knowledge revealed in reflective writing of prospective teachers as a result of class simulations
title_full_unstemmed Mathematics Teacher's Specialised Knowledge revealed in reflective writing of prospective teachers as a result of class simulations
title_sort Mathematics Teacher's Specialised Knowledge revealed in reflective writing of prospective teachers as a result of class simulations
author Rodrigues, André Lima
author_facet Rodrigues, André Lima
Teixeira, Bruno Rodrigo
author_role author
author2 Teixeira, Bruno Rodrigo
author2_role author
dc.contributor.author.fl_str_mv Rodrigues, André Lima
Teixeira, Bruno Rodrigo
dc.subject.por.fl_str_mv Conhecimentos Profissionais Docentes
MTSK
Simulações de Aulas
Prática de Ensino
Escrita Reflexiva
Teacher Professional Knowledge
MTSK
Class Simulations
Teaching Practice
Reflective Writing
Conocimientos Docentes Profesionales
MTSK
Simulaciones de Clase
Práctica Docente
Escritura Reflexiva
topic Conhecimentos Profissionais Docentes
MTSK
Simulações de Aulas
Prática de Ensino
Escrita Reflexiva
Teacher Professional Knowledge
MTSK
Class Simulations
Teaching Practice
Reflective Writing
Conocimientos Docentes Profesionales
MTSK
Simulaciones de Clase
Práctica Docente
Escritura Reflexiva
description The present article aims to identify the subdomains of the Mathematics Teacher's Specialised Knowledge revealed in the reflective writing of prospective teachers as a result of class simulations in the Mathematics Teaching Practice and Methodology discipline, highlighting the components of this formative context that have possibly contributed to the mobilization of such knowledge. To this end, we analyzed the reflective writings of three undergraduates of the fourth year of the Mathematics Teaching Degree Course of the Universidade Estadual de Londrina during the academic year of 2019, regarding the class simulation classes. The results revealed that the formative context was adequate to the model and components that possibly collaborated for this, such as discussing the proposed tasks with classmates and with the teacher educator, critical observation of the simulated classes, the resolution of tasks applied by classmates and the reflection upon the practice itself. Besides, they point potentialities of the use of the reflective writing in the initial formation of Mathematic teachers and the subject conduction dynamics to provide an appropriate environment for the mobilization of teaching professional knowledge and to the professional development of prospective teachers, also having the possibility of guiding the teacher educators in their formative practices.
publishDate 2021
dc.date.none.fl_str_mv 2021-03-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2820
10.26843/rencima.v12n3a02
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2820
identifier_str_mv 10.26843/rencima.v12n3a02
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2820/1582
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2820/1530
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 12 n. 3 (2021): abr./jun.; 1-26
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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