A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics

Detalhes bibliográficos
Autor(a) principal: Ribeiro, Alessandro Jacques
Data de Publicação: 2020
Outros Autores: Ponte, João Pedro da
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10451/45679
Resumo: Understanding how teacher learning is constituted is an important research area in teacher education with many open questions to be investigated yet. Thereby, in this paper, we present a theoretical model whose main purpose is to enable the design of teacher education programs as well as to guide the understanding of professional learning opportunities for teachers. Based on our research outcomes on teaching and learning algebra and on a literature review, we describe how the model was elaborated and bring some illustrative situations to indicate the model “in action” throughout the teacher education process. The architecture of the program enabled teachers to experience professional learning opportunities linked to mathematical and didactical knowledge regarding patterns and regularities, as well as the opportunity to learn from and with each other, overcoming the isolation caused by daily work in their schools and leading them to explore practices close to their own school reality.
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spelling A theoretical model for organizing and understanding teacher learning opportunities to teach mathematicsTeacher learningProfessional learning tasksTeacher educationUnderstanding how teacher learning is constituted is an important research area in teacher education with many open questions to be investigated yet. Thereby, in this paper, we present a theoretical model whose main purpose is to enable the design of teacher education programs as well as to guide the understanding of professional learning opportunities for teachers. Based on our research outcomes on teaching and learning algebra and on a literature review, we describe how the model was elaborated and bring some illustrative situations to indicate the model “in action” throughout the teacher education process. The architecture of the program enabled teachers to experience professional learning opportunities linked to mathematical and didactical knowledge regarding patterns and regularities, as well as the opportunity to learn from and with each other, overcoming the isolation caused by daily work in their schools and leading them to explore practices close to their own school reality.Universidade Estadual de CampinasRepositório da Universidade de LisboaRibeiro, Alessandro JacquesPonte, João Pedro da2021-01-05T16:43:29Z20202020-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/45679engRibeiro, A. J., & Ponte, J. P. (2020). A theoretical model for organizing and under-standing teacher learning opportunities to teach mathematics. Zetetiké, 28, 1-20.2176-174410.20396/zet.v28i0.8659072info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-08T16:47:35Zoai:repositorio.ul.pt:10451/45679Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T21:58:01.112328Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
title A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
spellingShingle A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
Ribeiro, Alessandro Jacques
Teacher learning
Professional learning tasks
Teacher education
title_short A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
title_full A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
title_fullStr A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
title_full_unstemmed A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
title_sort A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
author Ribeiro, Alessandro Jacques
author_facet Ribeiro, Alessandro Jacques
Ponte, João Pedro da
author_role author
author2 Ponte, João Pedro da
author2_role author
dc.contributor.none.fl_str_mv Repositório da Universidade de Lisboa
dc.contributor.author.fl_str_mv Ribeiro, Alessandro Jacques
Ponte, João Pedro da
dc.subject.por.fl_str_mv Teacher learning
Professional learning tasks
Teacher education
topic Teacher learning
Professional learning tasks
Teacher education
description Understanding how teacher learning is constituted is an important research area in teacher education with many open questions to be investigated yet. Thereby, in this paper, we present a theoretical model whose main purpose is to enable the design of teacher education programs as well as to guide the understanding of professional learning opportunities for teachers. Based on our research outcomes on teaching and learning algebra and on a literature review, we describe how the model was elaborated and bring some illustrative situations to indicate the model “in action” throughout the teacher education process. The architecture of the program enabled teachers to experience professional learning opportunities linked to mathematical and didactical knowledge regarding patterns and regularities, as well as the opportunity to learn from and with each other, overcoming the isolation caused by daily work in their schools and leading them to explore practices close to their own school reality.
publishDate 2020
dc.date.none.fl_str_mv 2020
2020-01-01T00:00:00Z
2021-01-05T16:43:29Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10451/45679
url http://hdl.handle.net/10451/45679
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Ribeiro, A. J., & Ponte, J. P. (2020). A theoretical model for organizing and under-standing teacher learning opportunities to teach mathematics. Zetetiké, 28, 1-20.
2176-1744
10.20396/zet.v28i0.8659072
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
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