Practice of written language in formative spaces of Mathematics teachers: researches mapping produced in Brazil

• Autor(a) principal: Antiqueira, Liliane Silva de
• Data de Publicação: 2019
• Outros Autores: Machado, Celiane Costa
• 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/1444
• topic: Mapeamento; Formação de professores; Matemática; Linguagem escrita; Mapping; Education of the teachers; Mathematics; Written language

The goal of this article is presenting a mapping of dissertations and thesis originated from Brazilian strictu sensu Postgraduate courses and that approaches the practice of written language in formative spaces of Mathematics teachers. The methodological orientation follows the assumptions of the qualitative research and it was based in two steps: identification of the existing productions, classification and organization, and finally, analysis. The data surveys were from searching for the sites of the Postgraduate courses in the CAPES Thesis and Dissertations Bank and also of the Brazilian Digital Library of Thesis and Dissertations. At the end, that process resulted in 29 productions that were analyzed and gathered according to the relation of proximity or resemblance identified in the main focus. Hence, it was evidenced that the practice of the written language in formative spaces of Mathematics teachers in Brazil, has been approached as: mediator in the process of teaching and learning mathematics; strategy to think/investigate the academic professional education of Mathematics teachers; and evaluative practice of mathematical background.