Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
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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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 |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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