Professional Learning Opportunities Regarding the Concept of Function in a Practice-based Teacher Education Program
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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/10451/40720 |
Resumo: | Teachers’ professional knowledge has been an active area in the field of mathematics education research in the last decades, but we still know very little regarding how teachers learn. This article aims to identify learning opportunities experienced by two teachers regarding mathematical and didactical knowledge for the teaching of function, in a context of practice-based learning. To this end, we analyze data from a practice-based teacher education program based on a cycle that incorporates three segments of teachers’ practice: planning, enacting and reflecting on a high school mathematics lesson, conducted from the perspective of inquiry-based teaching. We analyze two strands of the professional knowledge mobilized by the teachers, namely (i) the mathematics knowledge for teaching function, (ii) the knowledge for teaching practice, regarding function. The results indicate learning opportunities that emerged from the work done, regarding the use of the classroom as a teaching professional learning environment: the search for ways to encourage students to participate in the discussions; the recognition of the potential of the chosen lesson plan for the covariational approach , the importance of organizing mathematical discussion practices for students’ learning, organizing the time devoted to whole-class discussions and preparing for leading them and the potential of a class developed from the perspective of inquiry-based teaching. |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Professional Learning Opportunities Regarding the Concept of Function in a Practice-based Teacher Education ProgramMathematical knowledgeDidactical knowledgeProfessional learning opportunitiesProfessional learning tasksTeachers’ professional knowledge has been an active area in the field of mathematics education research in the last decades, but we still know very little regarding how teachers learn. This article aims to identify learning opportunities experienced by two teachers regarding mathematical and didactical knowledge for the teaching of function, in a context of practice-based learning. To this end, we analyze data from a practice-based teacher education program based on a cycle that incorporates three segments of teachers’ practice: planning, enacting and reflecting on a high school mathematics lesson, conducted from the perspective of inquiry-based teaching. We analyze two strands of the professional knowledge mobilized by the teachers, namely (i) the mathematics knowledge for teaching function, (ii) the knowledge for teaching practice, regarding function. The results indicate learning opportunities that emerged from the work done, regarding the use of the classroom as a teaching professional learning environment: the search for ways to encourage students to participate in the discussions; the recognition of the potential of the chosen lesson plan for the covariational approach , the importance of organizing mathematical discussion practices for students’ learning, organizing the time devoted to whole-class discussions and preparing for leading them and the potential of a class developed from the perspective of inquiry-based teaching.Repositório da Universidade de LisboaTrevisan, André LuisRibeiro, Alessandro JacquesPonte, João Pedro da2020-01-07T11:23:42Z20202020-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/40720engTrevisan, A., Ribeiro, A., & Ponte, J. P. (2020). Professional learning opportunities regarding the concept of function in a practice-based teacher education program. International Electronic Journal of Mathematics Education 15(2), 1-14. Doi: https://doi.org/10.29333/iejme/6256https://doi.org/10.29333/iejme/62561306-3030info: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:RCAAP2023-07-14T15:29:04ZPortal AgregadorONG |
dc.title.none.fl_str_mv |
Professional Learning Opportunities Regarding the Concept of Function in a Practice-based Teacher Education Program |
title |
Professional Learning Opportunities Regarding the Concept of Function in a Practice-based Teacher Education Program |
spellingShingle |
Professional Learning Opportunities Regarding the Concept of Function in a Practice-based Teacher Education Program Trevisan, André Luis Mathematical knowledge Didactical knowledge Professional learning opportunities Professional learning tasks |
title_short |
Professional Learning Opportunities Regarding the Concept of Function in a Practice-based Teacher Education Program |
title_full |
Professional Learning Opportunities Regarding the Concept of Function in a Practice-based Teacher Education Program |
title_fullStr |
Professional Learning Opportunities Regarding the Concept of Function in a Practice-based Teacher Education Program |
title_full_unstemmed |
Professional Learning Opportunities Regarding the Concept of Function in a Practice-based Teacher Education Program |
title_sort |
Professional Learning Opportunities Regarding the Concept of Function in a Practice-based Teacher Education Program |
author |
Trevisan, André Luis |
author_facet |
Trevisan, André Luis Ribeiro, Alessandro Jacques Ponte, João Pedro da |
author_role |
author |
author2 |
Ribeiro, Alessandro Jacques Ponte, João Pedro da |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Repositório da Universidade de Lisboa |
dc.contributor.author.fl_str_mv |
Trevisan, André Luis Ribeiro, Alessandro Jacques Ponte, João Pedro da |
dc.subject.por.fl_str_mv |
Mathematical knowledge Didactical knowledge Professional learning opportunities Professional learning tasks |
topic |
Mathematical knowledge Didactical knowledge Professional learning opportunities Professional learning tasks |
description |
Teachers’ professional knowledge has been an active area in the field of mathematics education research in the last decades, but we still know very little regarding how teachers learn. This article aims to identify learning opportunities experienced by two teachers regarding mathematical and didactical knowledge for the teaching of function, in a context of practice-based learning. To this end, we analyze data from a practice-based teacher education program based on a cycle that incorporates three segments of teachers’ practice: planning, enacting and reflecting on a high school mathematics lesson, conducted from the perspective of inquiry-based teaching. We analyze two strands of the professional knowledge mobilized by the teachers, namely (i) the mathematics knowledge for teaching function, (ii) the knowledge for teaching practice, regarding function. The results indicate learning opportunities that emerged from the work done, regarding the use of the classroom as a teaching professional learning environment: the search for ways to encourage students to participate in the discussions; the recognition of the potential of the chosen lesson plan for the covariational approach , the importance of organizing mathematical discussion practices for students’ learning, organizing the time devoted to whole-class discussions and preparing for leading them and the potential of a class developed from the perspective of inquiry-based teaching. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-07T11:23:42Z 2020 2020-01-01T00:00:00Z |
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/10451/40720 |
url |
http://hdl.handle.net/10451/40720 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Trevisan, A., Ribeiro, A., & Ponte, J. P. (2020). Professional learning opportunities regarding the concept of function in a practice-based teacher education program. International Electronic Journal of Mathematics Education 15(2), 1-14. Doi: https://doi.org/10.29333/iejme/6256 https://doi.org/10.29333/iejme/6256 1306-3030 |
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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