Joint elements of Professional Practice in the Initial Training of teachers who teach mathematics
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Educação Matemática (Online) |
Texto Completo: | https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/300 |
Resumo: | This article aims to identify and understand the articulating elements of professional practice developed in the initial formation of teachers who teach mathematics. The problem arose when considering the need to compensate for initial teacher education to meet the challenge of the current school and the complexity of teaching practice, as well as the results of Brazilian research on the beginning of the teaching career in mathematics and undergraduate courses. In Mathematics and Pedagogy, he selects indications of how many problems in this early phase are difficult to apply dichotomies of the initial formation process. For this, a qualitative and interpretative research was conducted, of the state of the art type, which identified academic research (theses and dissertations) produced in the Observatory of Education Program, which provided for an articulation between postgraduate, undergraduate and basic education schools and involved mathematics. These surveys (251) are used in a brief mapping and among them, selected as versed on the initial formation of teachers (25) that constitute the body of analysis. For the analytical process, the work was read and the construction of a specific form, institution, author and advisor, theme and focus, teaching level, research methodology, theoretical framework and main results. For a presentation of the results, a panorama was built highlighting three articulating axes: a) curriculum; b) mathematical knowledge and c) programs / projects in the courses. The results pointed to the relevance of the inseparability between teaching, research and extension for the initial formation of teachers. Research indicates that discussions about the curriculum in undergraduate courses remain present to comply with legal assumptions and with the specific initiatives of some universities and / or programs fostered for the articulation between theory and practice and between university and school. . It is also identified that the articulation between pedagogical and mathematical knowledge includes a conceptual problem of mathematical content with the non-teaching course in Basic Education. Finally, initiatives were identified that promote other articulations such as between initial and continuing education (PIBID and OBEDUC) and between the Pedagogy and Mathematics (CluMat) degrees. |
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Joint elements of Professional Practice in the Initial Training of teachers who teach mathematicsElementos articulados de la Práctica Profesional en la Formación Inicial de profesores que enseñan matemáticasElementos articuladores da Prática Profissional na Formação Inicial de professores que ensinam matemáticaInitial formationMathematicsOBEDUCProfessional practiceFormación inicialMatemáticasOBEDUCPráctica profesionalFormação inicialMatemáticaOBEDUCPrática profissionalThis article aims to identify and understand the articulating elements of professional practice developed in the initial formation of teachers who teach mathematics. The problem arose when considering the need to compensate for initial teacher education to meet the challenge of the current school and the complexity of teaching practice, as well as the results of Brazilian research on the beginning of the teaching career in mathematics and undergraduate courses. In Mathematics and Pedagogy, he selects indications of how many problems in this early phase are difficult to apply dichotomies of the initial formation process. For this, a qualitative and interpretative research was conducted, of the state of the art type, which identified academic research (theses and dissertations) produced in the Observatory of Education Program, which provided for an articulation between postgraduate, undergraduate and basic education schools and involved mathematics. These surveys (251) are used in a brief mapping and among them, selected as versed on the initial formation of teachers (25) that constitute the body of analysis. For the analytical process, the work was read and the construction of a specific form, institution, author and advisor, theme and focus, teaching level, research methodology, theoretical framework and main results. For a presentation of the results, a panorama was built highlighting three articulating axes: a) curriculum; b) mathematical knowledge and c) programs / projects in the courses. The results pointed to the relevance of the inseparability between teaching, research and extension for the initial formation of teachers. Research indicates that discussions about the curriculum in undergraduate courses remain present to comply with legal assumptions and with the specific initiatives of some universities and / or programs fostered for the articulation between theory and practice and between university and school. . It is also identified that the articulation between pedagogical and mathematical knowledge includes a conceptual problem of mathematical content with the non-teaching course in Basic Education. Finally, initiatives were identified that promote other articulations such as between initial and continuing education (PIBID and OBEDUC) and between the Pedagogy and Mathematics (CluMat) degrees.Este artículo tiene como objetivo identificar y comprender los elementos articulados de la práctica profesional desarrollados en la formación inicial de los maestros e profesores que enseñan matemáticas. El problema surgió al considerar la necesidad de repensar la formación inicial de los docentes para enfrentar el desafío de la escuela actual y la complejidad de la práctica docente, así como los resultados de la investigación brasileña sobre el comienzo de la carrera docente en matemáticas y los graduados de los cursos universitarios. Licenciado en Matemáticas y Pedagogía que apunta a la evidencia de que muchos de los problemas de esta fase inicial se deben a las dicotomías del proceso de formación inicial. Para ello, se llevó a cabo una investigación cualitativa e interpretativa, que identificó la investigación académica brasileña (tesis y disertaciones) producida en el Programa del Observatorio de Educación que proporcionó la articulación entre las escuelas de posgrado, pregrado y educación básica y con matemáticas involucradas Estas investigaciones (251) se presentan en un breve mapeo y entre ellas, se seleccionaron aquellas que se ocuparon de la formación inicial de docentes (25) que constituyeron el corpus de análisis. Para el proceso analítico, se leyeron los trabajos y se construyó un formulario con título, institución, autor y asesor, tema y enfoque, nivel de enseñanza, metodología de investigación, marco teórico y resultados principales. Para la presentación de los resultados se construyó un panorama destacando tres ejes articulados: a) currículum; b) conocimiento matemático y c) programas / proyectos en los cursos. Los resultados apuntan a la relevancia de la inseparabilidad entre enseñanza, investigación y extensión para la formación inicial del profesorado. La investigación ha señalado que las discusiones sobre el plan de estudios en los cursos de pregrado permanecen presentes para cumplir con los supuestos legales y con iniciativas puntuales de algunas universidades y / o programas fomentados para la articulación entre la teoría y la práctica y entre la universidad y la escuela. También se identifica que la articulación entre el conocimiento pedagógico y matemático incluye la problemática del aspecto conceptual del contenido matemático con el curso sin identidad docente para el Educación Básica. Finalmente, se identificaron iniciativas que promovieron otras articulaciones, como entre la formación inicial y continua (PIBID y OBEDUC) y entre los grados de Pedagogía y Matemáticas (CluMat).Este artigo tem como objetivo identificar e compreender os elementos articuladores da prática profissional desenvolvidos na formação inicial de professores que ensinam matemática. A problemática surgiu ao considerar a necessidade do repensar a formação inicial de professores para enfrentar o desafio da escola atual e a complexidade da prática docente, bem como dos resultados das pesquisas brasileiras realizadas sobre o início da carreira docente em matemática e dos egressos dos cursos de licenciatura em Matemática e Pedagogia apontando indícios que muitos dos problemas dessa fase inicial são decorrentes das próprias dicotomias do processo de formação inicial. Para isso, foi realizada uma pesquisa de natureza qualitativa e interpretativa, do tipo estado da arte que identificou pesquisas acadêmicas brasileiras (teses e dissertações) produzidas no Programa Observatório da Educação que previa a articulação entre pós-graduação, licenciaturas e escolas de educação básica e envolveram matemática. Essas pesquisas (251) são apresentadas em um breve mapeamento e dentre elas, foram selecionadas as que versavam sobre a formação inicial dos professores (25) que constituiu o corpus de análise. Para o processo analítico foi realizado a leitura dos trabalhos e a construção de uma ficha contendo título, instituição, autor(a) e orientador(a), temática e foco, nível de ensino, metodologia da pesquisa, referencial teórico e principais resultados. Para a apresentação dos resultados foi construído um panorama destacando três eixos articuladores: a) currículo; b) conhecimento matemático e c) programas/projetos nos cursos. Os resultados apontam para a relevância da indissociabilidade entre ensino, pesquisa e extensão para a formação inicial de professores. As pesquisas sinalizaram que as discussões os sobre currículo nos cursos de licenciatura permanecem presentes para o cumprimento dos pressupostos legais e com iniciativas pontuais de algumas universidades e/ou programas fomentados para as articulações entre a teoria e prática e entre a universidade e escola. Identifica-se também que a articulação entre os conhecimentos pedagógico e matemático inclui a problemática do aspecto conceitual do conteúdo matemático com o curso não voltado para a docência na Educação Básica. Por fim, foram identificadas iniciativas que promoveram outras articulações como entre a formação inicial e continuada (PIBID e OBEDUC) e entre as licenciaturas de Pedagogia e Matemática (CluMat).Sociedade Brasileira de Educação Matemática (SBEM)2019-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/30010.25090/remat25269062v16n232019p348a365Revista de Educação Matemática; Vol. 16 No. 23 (2019): set./dez. 2019; 348 - 365Revista de Educação Matemática; ##issue.vol## 16 ##issue.no## 23 (2019): set./dez. 2019; 348 - 365Revista de Educação Matemática; Vol. 16 Núm. 23 (2019): set./dez. 2019; 348 - 365Revista de Educação Matemática; v. 16 n. 23 (2019): set./dez. 2019; 348 - 3652526-9062reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/300/pdfCopyright (c) 2019 Renata Prenstteter Gama, Marli Eliza Dalmazo Afonso de Andréinfo:eu-repo/semantics/openAccessGama, Renata PrenstteterAndré, Marli Eliza Dalmazo Afonso de2021-05-06T16:11:22ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG |
dc.title.none.fl_str_mv |
Joint elements of Professional Practice in the Initial Training of teachers who teach mathematics Elementos articulados de la Práctica Profesional en la Formación Inicial de profesores que enseñan matemáticas Elementos articuladores da Prática Profissional na Formação Inicial de professores que ensinam matemática |
title |
Joint elements of Professional Practice in the Initial Training of teachers who teach mathematics |
spellingShingle |
Joint elements of Professional Practice in the Initial Training of teachers who teach mathematics Gama, Renata Prenstteter Initial formation Mathematics OBEDUC Professional practice Formación inicial Matemáticas OBEDUC Práctica profesional Formação inicial Matemática OBEDUC Prática profissional |
title_short |
Joint elements of Professional Practice in the Initial Training of teachers who teach mathematics |
title_full |
Joint elements of Professional Practice in the Initial Training of teachers who teach mathematics |
title_fullStr |
Joint elements of Professional Practice in the Initial Training of teachers who teach mathematics |
title_full_unstemmed |
Joint elements of Professional Practice in the Initial Training of teachers who teach mathematics |
title_sort |
Joint elements of Professional Practice in the Initial Training of teachers who teach mathematics |
author |
Gama, Renata Prenstteter |
author_facet |
Gama, Renata Prenstteter André, Marli Eliza Dalmazo Afonso de |
author_role |
author |
author2 |
André, Marli Eliza Dalmazo Afonso de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Gama, Renata Prenstteter André, Marli Eliza Dalmazo Afonso de |
dc.subject.por.fl_str_mv |
Initial formation Mathematics OBEDUC Professional practice Formación inicial Matemáticas OBEDUC Práctica profesional Formação inicial Matemática OBEDUC Prática profissional |
topic |
Initial formation Mathematics OBEDUC Professional practice Formación inicial Matemáticas OBEDUC Práctica profesional Formação inicial Matemática OBEDUC Prática profissional |
description |
This article aims to identify and understand the articulating elements of professional practice developed in the initial formation of teachers who teach mathematics. The problem arose when considering the need to compensate for initial teacher education to meet the challenge of the current school and the complexity of teaching practice, as well as the results of Brazilian research on the beginning of the teaching career in mathematics and undergraduate courses. In Mathematics and Pedagogy, he selects indications of how many problems in this early phase are difficult to apply dichotomies of the initial formation process. For this, a qualitative and interpretative research was conducted, of the state of the art type, which identified academic research (theses and dissertations) produced in the Observatory of Education Program, which provided for an articulation between postgraduate, undergraduate and basic education schools and involved mathematics. These surveys (251) are used in a brief mapping and among them, selected as versed on the initial formation of teachers (25) that constitute the body of analysis. For the analytical process, the work was read and the construction of a specific form, institution, author and advisor, theme and focus, teaching level, research methodology, theoretical framework and main results. For a presentation of the results, a panorama was built highlighting three articulating axes: a) curriculum; b) mathematical knowledge and c) programs / projects in the courses. The results pointed to the relevance of the inseparability between teaching, research and extension for the initial formation of teachers. Research indicates that discussions about the curriculum in undergraduate courses remain present to comply with legal assumptions and with the specific initiatives of some universities and / or programs fostered for the articulation between theory and practice and between university and school. . It is also identified that the articulation between pedagogical and mathematical knowledge includes a conceptual problem of mathematical content with the non-teaching course in Basic Education. Finally, initiatives were identified that promote other articulations such as between initial and continuing education (PIBID and OBEDUC) and between the Pedagogy and Mathematics (CluMat) degrees. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/300 10.25090/remat25269062v16n232019p348a365 |
url |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/300 |
identifier_str_mv |
10.25090/remat25269062v16n232019p348a365 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/300/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Renata Prenstteter Gama, Marli Eliza Dalmazo Afonso de André info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Renata Prenstteter Gama, Marli Eliza Dalmazo Afonso de André |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
dc.source.none.fl_str_mv |
Revista de Educação Matemática; Vol. 16 No. 23 (2019): set./dez. 2019; 348 - 365 Revista de Educação Matemática; ##issue.vol## 16 ##issue.no## 23 (2019): set./dez. 2019; 348 - 365 Revista de Educação Matemática; Vol. 16 Núm. 23 (2019): set./dez. 2019; 348 - 365 Revista de Educação Matemática; v. 16 n. 23 (2019): set./dez. 2019; 348 - 365 2526-9062 reponame:Revista de Educação Matemática (Online) instname:Sociedade Brasileira de Educação Matemática (SBEM) instacron:SBEM |
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Sociedade Brasileira de Educação Matemática (SBEM) |
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SBEM |
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SBEM |
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Revista de Educação Matemática (Online) |
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Revista de Educação Matemática (Online) |
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