Continuing formation of Math teachers with focus on online context, Financial Education, active methodologies, technological and pedagogical fluency: a bibliographic review

• Autor(a) principal: Peripolli, Patrícia Zanon
• Data de Publicação: 2021
• Outros Autores: Bemme, Luís Sebastião Barbosa, Isaia, Silvia Maria de Aguiar
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2881
• topic: Contexto Online; Metodologias Ativas; Educação Financeira; Tecnologias; Fluência Tecnológica e Pedagógica; Online Context; Active Methodologies; Financial Education; Technologies; Technological and Pedagogical Fluency; Contexto en Línea; Metodologías Activas; Educación Financiera; Tecnologías; Fluidez Tecnológica y Pedagógica

This work presents the results of a bibliographic research done with the aim of discussing and identifying what they have been investigating in terms of continuing formation of math teachers with emphasis to the financial education in online context mediated by the active methodologies. For such, a research on Post Graduation Programs and at the Periódicos Capes and Scielo Journals during 2010 and 2020. After an exploratory, analytical and interpreting reading of the researches selected, there were given emerging axis according to the similarities of the objectives of each work. Among the results, it is noted that the research that investigate the continuing formation of math teachers, in their different ways and objectives, evidence the importance of developing courses of continuing formation for math teachers that are about educative and reflexive practices towards the financial education, integrated to active methodologies and the use of technologies benefiting from the potential of the online context for this action. In addition, no studies were found that related the descriptors in an integrated manner. This highlights the need to further explore the theme, pointing out which factors can effectively contribute to teacher training and mathematics teaching.