Analysis of reflections and knowledge built and mobilized by a group of teachers to teach decimal numbers to the sixth year of Secondary School
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Data de Publicação: | 2012 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/3420 |
Resumo: | This paper presents an analysis of the knowledge built and mobilized by a group of teachers throughout six meetings about decimal numbers teaching. The theoretical model developed by Lee Shulman about the knowledge basis for teaching was used for the data analysis, with focus on three aspects: the specific, pedagogical and curricular knowledge of content. The group work enabled moments of study, choices, application, and reflection. Results revealed that sharing experience and planning together made the group aware of the need of a knowledge basis, as well as the importance of discussing and planning as a group. They also pointed out that the meetings provided the participants with opportunities of sharing doubts and reflecting upon their practice. Keywords: Mathematical Instruction. Teachers’ Education. Teaching of decimals. |
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Analysis of reflections and knowledge built and mobilized by a group of teachers to teach decimal numbers to the sixth year of Secondary SchoolUma análise de reflexões e de conhecimentos construídos e mobilizados por um grupo de professores no ensino de números decimais para o sexto ano do Ensino FundamentalThis paper presents an analysis of the knowledge built and mobilized by a group of teachers throughout six meetings about decimal numbers teaching. The theoretical model developed by Lee Shulman about the knowledge basis for teaching was used for the data analysis, with focus on three aspects: the specific, pedagogical and curricular knowledge of content. The group work enabled moments of study, choices, application, and reflection. Results revealed that sharing experience and planning together made the group aware of the need of a knowledge basis, as well as the importance of discussing and planning as a group. They also pointed out that the meetings provided the participants with opportunities of sharing doubts and reflecting upon their practice. Keywords: Mathematical Instruction. Teachers’ Education. Teaching of decimals.Este artigo tem por finalidade apresentar um recorte da dissertação de mestrado, desenvolvida no Programa de Pós-Graduação em Educação Matemática da Universidade Federal de Mato Grosso do Sul – UFMS. Traz uma análise dos conhecimentos construídos e mobilizados por um grupo de professores durante a realização de seis encontros acerca do ensino de números decimais. Para análise dos dados foi utilizado o modelo teórico desenvolvido por Lee Shulman sobre a base de conhecimentos para o ensino, focando as três vertentes: o conhecimento específico, pedagógico e curricular do conteúdo. A formação do grupo possibilitou momentos de estudo, escolha, aplicação e reflexão. Os resultados revelam que as trocas de experiência e o planejamento elaborado coletivamente propiciaram, além da conscientização sobre a necessidade da base de conhecimentos, a importância de discutir e planejar em grupo. Apontaram ainda que os encontros contribuíram para que os sujeitos expusessem as suas dúvidas, refletindo sobre a sua prática. Palavras-chave: Educação Matemática. Formação de professores. Ensino de decimais. Universidade Estadual de Ponta Grossa2012-12-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/342010.5212/PraxEduc.v.7i2.0011Práxis Educativa; Vol. 7 No. 2 (2012): Dossiê: Educação Matemática; 533-558Práxis Educativa; Vol. 7 Núm. 2 (2012): Dossiê: Educação Matemática; 533-558Práxis Educativa; V. 7 N. 2 (2012): Dossiê: Educação Matemática; 533-558Práxis Educativa; v. 7 n. 2 (2012): Dossiê: Educação Matemática; 533-5581809-43091809-403110.5212/PraxEduc.v.7i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/3420/3221Miola, Adriana Fátima de SouzaPereira, Patricia Sandaloinfo:eu-repo/semantics/openAccess2020-04-03T18:17:09Zoai:uepg.br:article/3420Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-03T18:17:09Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Analysis of reflections and knowledge built and mobilized by a group of teachers to teach decimal numbers to the sixth year of Secondary School Uma análise de reflexões e de conhecimentos construídos e mobilizados por um grupo de professores no ensino de números decimais para o sexto ano do Ensino Fundamental |
title |
Analysis of reflections and knowledge built and mobilized by a group of teachers to teach decimal numbers to the sixth year of Secondary School |
spellingShingle |
Analysis of reflections and knowledge built and mobilized by a group of teachers to teach decimal numbers to the sixth year of Secondary School Miola, Adriana Fátima de Souza |
title_short |
Analysis of reflections and knowledge built and mobilized by a group of teachers to teach decimal numbers to the sixth year of Secondary School |
title_full |
Analysis of reflections and knowledge built and mobilized by a group of teachers to teach decimal numbers to the sixth year of Secondary School |
title_fullStr |
Analysis of reflections and knowledge built and mobilized by a group of teachers to teach decimal numbers to the sixth year of Secondary School |
title_full_unstemmed |
Analysis of reflections and knowledge built and mobilized by a group of teachers to teach decimal numbers to the sixth year of Secondary School |
title_sort |
Analysis of reflections and knowledge built and mobilized by a group of teachers to teach decimal numbers to the sixth year of Secondary School |
author |
Miola, Adriana Fátima de Souza |
author_facet |
Miola, Adriana Fátima de Souza Pereira, Patricia Sandalo |
author_role |
author |
author2 |
Pereira, Patricia Sandalo |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Miola, Adriana Fátima de Souza Pereira, Patricia Sandalo |
description |
This paper presents an analysis of the knowledge built and mobilized by a group of teachers throughout six meetings about decimal numbers teaching. The theoretical model developed by Lee Shulman about the knowledge basis for teaching was used for the data analysis, with focus on three aspects: the specific, pedagogical and curricular knowledge of content. The group work enabled moments of study, choices, application, and reflection. Results revealed that sharing experience and planning together made the group aware of the need of a knowledge basis, as well as the importance of discussing and planning as a group. They also pointed out that the meetings provided the participants with opportunities of sharing doubts and reflecting upon their practice. Keywords: Mathematical Instruction. Teachers’ Education. Teaching of decimals. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-12-04 |
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://revistas.uepg.br/index.php/praxiseducativa/article/view/3420 10.5212/PraxEduc.v.7i2.0011 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/3420 |
identifier_str_mv |
10.5212/PraxEduc.v.7i2.0011 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/3420/3221 |
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.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 7 No. 2 (2012): Dossiê: Educação Matemática; 533-558 Práxis Educativa; Vol. 7 Núm. 2 (2012): Dossiê: Educação Matemática; 533-558 Práxis Educativa; V. 7 N. 2 (2012): Dossiê: Educação Matemática; 533-558 Práxis Educativa; v. 7 n. 2 (2012): Dossiê: Educação Matemática; 533-558 1809-4309 1809-4031 10.5212/PraxEduc.v.7i2 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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