Teachers education by Distance Learning: analysing the mathematics teaching and learning processes

• Autor(a) principal: Paulin, Juliana França Viol
• Data de Publicação: 2019
• Outros Autores: Miskulin, Rosana Giaretta Sguerra
• 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/157
• topic: Distance Learning; Mathematics Teacher Education; Teaching; Learning; Knowledge Construction; Educación a distancia; ; Formación de Profesores que Enseñan Matemáticas; Enseñanza; Aprendizaje; Construcción del conocimiento; Educação a Distância online; Formação de Professores que Ensinam Matemática; Ensino; Aprendizagem; Construção do Conhecimento.

In this paper we discuss part of the results of a PhD research that aimed to analyze the potential of the Distance Learning for the constitution of formative environments of Mathematics teachers. The research was developed according to the qualitative perspective of the meta-analysis, and the data were analyzed following procedures based on some concepts of Content Analysis. From the data analysis it was possible to identify epistemological aspects specific to the Distance Learning as a space that favors the Mathematics Teacher Education. These epistemological aspects are constituted by elements that characterize the processes of teaching, learning and knowledge construction in Distance Learning courses, such as: interaction, collaboration, use of technologies and the constitution of learning communities. This paper focus the discussion of particularities of the processes of teaching, learning and construction of knowledge in Mathematics Teacher Education courses by Distance Learning, highlighting some limits and possibilities.