Professional didactics and mathematics teacher training: a systematic review of research developed in Brazil

Detalhes bibliográficos
Autor(a) principal: Fontenele, Francisca Cláudia Fernandes
Data de Publicação: 2021
Outros Autores: Alves, Francisco Régis Vieira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34624/id.v13i3.25524
Resumo: This study presents Professional Didactics as a theoretical subsidy to the analysis of teaching work, with a view to improving the professional training of teachers. It brings reflections on its contribution to teacher education, with the general objective of knowing the research on professional didactics linked to teacher education in mathematics developed in Brazil. To this end, a study was initially carried out on Professional Didactics based on Pastré, Mayen and Vergnaud (2006), Pastré (2002), Tourmen (2014), among others. Then, a Systematic Literature Review (SLR) was carried out, in which sixteen Brazilian productions were identified, which met the pre-established criteria. The results revealed that, although there are still few studies that address the theme, the investigations have brought relevant theoretical contributions to the consolidation of this theoretical aspect as a subsidy to the training of the mathematics teacher.
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spelling Professional didactics and mathematics teacher training: a systematic review of research developed in BrazilDidática profissional e formação do professor de matemática: uma revisão sistemática das pesquisas desenvolvidas no BrasilThis study presents Professional Didactics as a theoretical subsidy to the analysis of teaching work, with a view to improving the professional training of teachers. It brings reflections on its contribution to teacher education, with the general objective of knowing the research on professional didactics linked to teacher education in mathematics developed in Brazil. To this end, a study was initially carried out on Professional Didactics based on Pastré, Mayen and Vergnaud (2006), Pastré (2002), Tourmen (2014), among others. Then, a Systematic Literature Review (SLR) was carried out, in which sixteen Brazilian productions were identified, which met the pre-established criteria. The results revealed that, although there are still few studies that address the theme, the investigations have brought relevant theoretical contributions to the consolidation of this theoretical aspect as a subsidy to the training of the mathematics teacher.Este estudio presenta la Didáctica Profesional como un subsidio teórico al análisis del trabajo docente, con miras a mejorar la formación profesional de los docentes. Trae reflexiones sobre su contribución a la formación docente, con el objetivo general de conocer la investigación sobre didáctica profesional vinculada a la formación docente en matemáticas desarrollada en Brasil. Para ello, se realizó inicialmente un estudio sobre Didáctica Profesional basado en Pastré, Mayen y Vergnaud (2006), Pastré (2002), Tourmen (2014), entre otros. Luego, se realizó una Revisión Sistemática de Literatura (RSL), en la que se identificaron dieciséis producciones brasileñas, que cumplieron con los criterios preestablecidos. Los resultados revelaron que, si bien aún son escasos los estudios que abordan el tema, las investigaciones han traído aportes teóricos relevantes para la consolidación de este aspecto teórico como un subsidio a la formación del docente de matemáticas.Este estudo apresenta a Didática Profissional como subsídio teórico à análise do trabalho docente, com vista ao aperfeiçoamento da formação profissional do professor. Traz reflexões sobre a sua contribuição para a formação docente, tendo como objetivo geral conhecer a pesquisa sobre didática profissional articulada à formação docente em matemática desenvolvida no Brasil. Para isso, realizou-se inicialmente um estudo sobre a Didática Profissional baseada em Pastré, Mayen e Vergnaud (2006), Pastré (2002), Tourmen (2014), entre outros. Em seguida, fez-se uma Revisão Sistemática de Literatura (RSL), na qual foram identificadas dezesseis produções brasileiras, que atenderam aos critérios pré-estabelecidos. Os resultados revelaram que, apesar de ainda serem poucos os estudos que abordam a temática, as investigações têm trazido contribuições teóricas relevantes para a consolidação desta vertente teórica como subsídio à formação do professor de matemática.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2021-07-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v13i3.25524https://doi.org/10.34624/id.v13i3.25524Indagatio Didactica; Vol 13 No 3 (2021); 133-150Indagatio Didactica; Vol. 13 Núm. 3 (2021); 133-150Indagatio Didactica; Vol. 13 No 3 (2021); 133-150Indagatio Didactica; vol. 13 n.º 3 (2021); 133-1501647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/25524https://proa.ua.pt/index.php/id/article/view/25524/18393http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessFontenele, Francisca Cláudia FernandesAlves, Francisco Régis Vieira2023-09-22T10:19:14Zoai:proa.ua.pt:article/25524Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:30.285358Repositório 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 Professional didactics and mathematics teacher training: a systematic review of research developed in Brazil
Didática profissional e formação do professor de matemática: uma revisão sistemática das pesquisas desenvolvidas no Brasil
title Professional didactics and mathematics teacher training: a systematic review of research developed in Brazil
spellingShingle Professional didactics and mathematics teacher training: a systematic review of research developed in Brazil
Fontenele, Francisca Cláudia Fernandes
title_short Professional didactics and mathematics teacher training: a systematic review of research developed in Brazil
title_full Professional didactics and mathematics teacher training: a systematic review of research developed in Brazil
title_fullStr Professional didactics and mathematics teacher training: a systematic review of research developed in Brazil
title_full_unstemmed Professional didactics and mathematics teacher training: a systematic review of research developed in Brazil
title_sort Professional didactics and mathematics teacher training: a systematic review of research developed in Brazil
author Fontenele, Francisca Cláudia Fernandes
author_facet Fontenele, Francisca Cláudia Fernandes
Alves, Francisco Régis Vieira
author_role author
author2 Alves, Francisco Régis Vieira
author2_role author
dc.contributor.author.fl_str_mv Fontenele, Francisca Cláudia Fernandes
Alves, Francisco Régis Vieira
description This study presents Professional Didactics as a theoretical subsidy to the analysis of teaching work, with a view to improving the professional training of teachers. It brings reflections on its contribution to teacher education, with the general objective of knowing the research on professional didactics linked to teacher education in mathematics developed in Brazil. To this end, a study was initially carried out on Professional Didactics based on Pastré, Mayen and Vergnaud (2006), Pastré (2002), Tourmen (2014), among others. Then, a Systematic Literature Review (SLR) was carried out, in which sixteen Brazilian productions were identified, which met the pre-established criteria. The results revealed that, although there are still few studies that address the theme, the investigations have brought relevant theoretical contributions to the consolidation of this theoretical aspect as a subsidy to the training of the mathematics teacher.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-28
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://doi.org/10.34624/id.v13i3.25524
https://doi.org/10.34624/id.v13i3.25524
url https://doi.org/10.34624/id.v13i3.25524
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/25524
https://proa.ua.pt/index.php/id/article/view/25524/18393
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info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
dc.source.none.fl_str_mv Indagatio Didactica; Vol 13 No 3 (2021); 133-150
Indagatio Didactica; Vol. 13 Núm. 3 (2021); 133-150
Indagatio Didactica; Vol. 13 No 3 (2021); 133-150
Indagatio Didactica; vol. 13 n.º 3 (2021); 133-150
1647-3582
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