Inputs from a continuing education course observed in teachers’ pedagogical practice

• Autor(a) principal: Pinheiro, Maria Gracilene de Carvalho
• Data de Publicação: 2015
• Outros Autores: Silva, Angélica da Fontoura Garcia, Pietropaolo, Ruy César
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Cadernos Cenpec (Online)
• Texto Completo: https://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/288
• topic: Mathematics education. Teaching fractions. Teacher education. Teaching practice.; Educação.; Educação matemática. Ensino de frações. Formação de professores. Prática docente.

The purpose of this article is to put in relief inputs from a continuing education course for teachers’ pedagogical practices when teaching fractions to Elementary School first years’ students. The education course took place in the context of Observatório da educação [Education Observatory] with a group of teachers from the State of São Paulo public school system. The quantitative nature investigation was made in three steps: teachers were asked to complete preliminary questionnaires, an intervention was made, then an interview and finally they were observed in classroom situation. What we show here is an analysis of classes conducted by three participants in the course one year after their education was over. We could observe changes on how teachers started approaching content concerning the exploration of ideas related to the meaning of quotient from part-wholes situations, establishing important relationships between the two meanings discussed earlier. We concluded that formation provided a significant input to knowledge (re)building about this concept by teachers under exam conditions.