Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years

Detalhes bibliográficos
Autor(a) principal: Ferreira, M. C. N.
Data de Publicação: 2022
Outros Autores: Ponte, João Pedro da, Ribeiro, Alessandro Jacques
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10451/59152
Resumo: This article presents the first intervention cycle of a design-based research program on teacher professional development. The study aims to understand how the formative process helped teachers to understand what algebraic thinking means and how to work with it in the early years. Data analysis was based on three principles of design: teacher’s role and actions, professional learning tasks for teachers, and discursive interactions among participants. The results suggest that these design principles contributed to teachers’ understanding of the meaning of algebraic thinking and how to promote it in elementary students.
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spelling Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early yearsAlgebraic thinkingProfessional developmentDiscursive interactionsEarly algebraTeacher educatiorThis article presents the first intervention cycle of a design-based research program on teacher professional development. The study aims to understand how the formative process helped teachers to understand what algebraic thinking means and how to work with it in the early years. Data analysis was based on three principles of design: teacher’s role and actions, professional learning tasks for teachers, and discursive interactions among participants. The results suggest that these design principles contributed to teachers’ understanding of the meaning of algebraic thinking and how to promote it in elementary students.Repositório da Universidade de LisboaFerreira, M. C. N.Ponte, João Pedro daRibeiro, Alessandro Jacques2023-09-07T09:07:19Z20222022-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/59152engFerreira, M., Ponte, J.P., & Ribeiro, A. (2022). Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years. PNA Revista de Investigación en Didáctica de la Matemática,16(2), 167-190. https://doi.org/10.30827/pna.v16i2.2223410.30827/pna.v16i2.222341887-3987info: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:RCAAP2023-11-08T17:08:07Zoai:repositorio.ul.pt:10451/59152Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:09:07.343753Repositório 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 Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years
title Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years
spellingShingle Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years
Ferreira, M. C. N.
Algebraic thinking
Professional development
Discursive interactions
Early algebra
Teacher educatior
title_short Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years
title_full Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years
title_fullStr Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years
title_full_unstemmed Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years
title_sort Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years
author Ferreira, M. C. N.
author_facet Ferreira, M. C. N.
Ponte, João Pedro da
Ribeiro, Alessandro Jacques
author_role author
author2 Ponte, João Pedro da
Ribeiro, Alessandro Jacques
author2_role author
author
dc.contributor.none.fl_str_mv Repositório da Universidade de Lisboa
dc.contributor.author.fl_str_mv Ferreira, M. C. N.
Ponte, João Pedro da
Ribeiro, Alessandro Jacques
dc.subject.por.fl_str_mv Algebraic thinking
Professional development
Discursive interactions
Early algebra
Teacher educatior
topic Algebraic thinking
Professional development
Discursive interactions
Early algebra
Teacher educatior
description This article presents the first intervention cycle of a design-based research program on teacher professional development. The study aims to understand how the formative process helped teachers to understand what algebraic thinking means and how to work with it in the early years. Data analysis was based on three principles of design: teacher’s role and actions, professional learning tasks for teachers, and discursive interactions among participants. The results suggest that these design principles contributed to teachers’ understanding of the meaning of algebraic thinking and how to promote it in elementary students.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022-01-01T00:00:00Z
2023-09-07T09:07:19Z
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/10451/59152
url http://hdl.handle.net/10451/59152
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Ferreira, M., Ponte, J.P., & Ribeiro, A. (2022). Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years. PNA Revista de Investigación en Didáctica de la Matemática,16(2), 167-190. https://doi.org/10.30827/pna.v16i2.22234
10.30827/pna.v16i2.22234
1887-3987
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.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
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