CONTEXT IN MATHEMATICS EDUCATION: FUTURE TEACHERS CONCEPTIONS

Detalhes bibliográficos
Autor(a) principal: Conceição, Jadson de Souza
Data de Publicação: 2018
Outros Autores: Jesus, Gilson Bispo de, Madruga, Zulma Elizabete de Freitas
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Reamec
Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941
Resumo: This paper is the result of concerns regarding the contextualized practice in pre-service teacher training of the mathematics. It aims to investigate how future mathematics teachers, understand the context in Mathematics teaching process. For that, we used semi-structured interviews with 12 future Mathematics teachers, undergraduate students from a public university in the State of Bahia. The data were analyzed through Discursive Textual Analysis. This research, based on qualitative approach, involves as central issues the constitution of conceptions of future teachers about the context and how they will realize their practice in a contextualized perspective. The analysis of data revealed how the pre-serviceteachers conceive the context in the process of mathematics teaching.
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spelling CONTEXT IN MATHEMATICS EDUCATION: FUTURE TEACHERS CONCEPTIONS CONTEXTUALIZAÇÃO NO ENSINO DE MATEMÁTICA: CONCEPÇÕES DE FUTUROS PROFESSORESEnsino de MatemáticaFormação Inicial de ProfessoresContextualização.Teaching of MathematicsInitial Teacher TrainingContextualizationThis paper is the result of concerns regarding the contextualized practice in pre-service teacher training of the mathematics. It aims to investigate how future mathematics teachers, understand the context in Mathematics teaching process. For that, we used semi-structured interviews with 12 future Mathematics teachers, undergraduate students from a public university in the State of Bahia. The data were analyzed through Discursive Textual Analysis. This research, based on qualitative approach, involves as central issues the constitution of conceptions of future teachers about the context and how they will realize their practice in a contextualized perspective. The analysis of data revealed how the pre-serviceteachers conceive the context in the process of mathematics teaching.O presente estudo é fruto de inquietações referentes à formação inicial do professor de Matemática frente a uma prática contextualizada. Objetivou-se investigar de que maneira futuros professores de Matemática, compreendem a contextualização no processo de Ensino de Matemática. A pesquisa, de abordagem qualitativa, teve como questões centrais a natureza das concepções dos futuros professores acerca da contextualização e o modo como eles poderão concretizar sua prática em uma perspectiva contextualizada. A análise dos dados revelou como os futuros professores concebem a contextualização no processo de ensino de matemática.Universidade Federal de Mato Grosso (UFMT)2018-09-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziphttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/694110.26571/REAMEC.a2018.v6.n2.p291-309.i6941 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 6 Núm. 2 (2018): Julho a Dezembro de 2018; 291-309REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 6 n. 2 (2018): Julho a Dezembro de 2018; 291-309REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 6 No. 2 (2018): Julho a Dezembro de 2018; 291-3092318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941/pdfhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941/9287https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941/9286https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941/9288https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941/9289https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941/9290Copyright (c) 2018 REAMEC - Rede Amazônica de Educação em Ciências e Matemáticahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessConceição, Jadson de SouzaJesus, Gilson Bispo deMadruga, Zulma Elizabete de Freitas2019-01-05T10:09:42Zoai:periodicoscientificos.ufmt.br:article/6941Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2019-01-05T10:09:42Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false
dc.title.none.fl_str_mv CONTEXT IN MATHEMATICS EDUCATION: FUTURE TEACHERS CONCEPTIONS
CONTEXTUALIZAÇÃO NO ENSINO DE MATEMÁTICA: CONCEPÇÕES DE FUTUROS PROFESSORES
title CONTEXT IN MATHEMATICS EDUCATION: FUTURE TEACHERS CONCEPTIONS
spellingShingle CONTEXT IN MATHEMATICS EDUCATION: FUTURE TEACHERS CONCEPTIONS
Conceição, Jadson de Souza
Ensino de Matemática
Formação Inicial de Professores
Contextualização.
Teaching of Mathematics
Initial Teacher Training
Contextualization
title_short CONTEXT IN MATHEMATICS EDUCATION: FUTURE TEACHERS CONCEPTIONS
title_full CONTEXT IN MATHEMATICS EDUCATION: FUTURE TEACHERS CONCEPTIONS
title_fullStr CONTEXT IN MATHEMATICS EDUCATION: FUTURE TEACHERS CONCEPTIONS
title_full_unstemmed CONTEXT IN MATHEMATICS EDUCATION: FUTURE TEACHERS CONCEPTIONS
title_sort CONTEXT IN MATHEMATICS EDUCATION: FUTURE TEACHERS CONCEPTIONS
author Conceição, Jadson de Souza
author_facet Conceição, Jadson de Souza
Jesus, Gilson Bispo de
Madruga, Zulma Elizabete de Freitas
author_role author
author2 Jesus, Gilson Bispo de
Madruga, Zulma Elizabete de Freitas
author2_role author
author
dc.contributor.author.fl_str_mv Conceição, Jadson de Souza
Jesus, Gilson Bispo de
Madruga, Zulma Elizabete de Freitas
dc.subject.por.fl_str_mv Ensino de Matemática
Formação Inicial de Professores
Contextualização.
Teaching of Mathematics
Initial Teacher Training
Contextualization
topic Ensino de Matemática
Formação Inicial de Professores
Contextualização.
Teaching of Mathematics
Initial Teacher Training
Contextualization
description This paper is the result of concerns regarding the contextualized practice in pre-service teacher training of the mathematics. It aims to investigate how future mathematics teachers, understand the context in Mathematics teaching process. For that, we used semi-structured interviews with 12 future Mathematics teachers, undergraduate students from a public university in the State of Bahia. The data were analyzed through Discursive Textual Analysis. This research, based on qualitative approach, involves as central issues the constitution of conceptions of future teachers about the context and how they will realize their practice in a contextualized perspective. The analysis of data revealed how the pre-serviceteachers conceive the context in the process of mathematics teaching.
publishDate 2018
dc.date.none.fl_str_mv 2018-09-16
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://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941
10.26571/REAMEC.a2018.v6.n2.p291-309.i6941
url https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941
identifier_str_mv 10.26571/REAMEC.a2018.v6.n2.p291-309.i6941
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941/pdf
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941/9287
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941/9286
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941/9288
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941/9289
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/6941/9290
dc.rights.driver.fl_str_mv Copyright (c) 2018 REAMEC - Rede Amazônica de Educação em Ciências e Matemática
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 REAMEC - Rede Amazônica de Educação em Ciências e Matemática
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/zip
dc.publisher.none.fl_str_mv Universidade Federal de Mato Grosso (UFMT)
publisher.none.fl_str_mv Universidade Federal de Mato Grosso (UFMT)
dc.source.none.fl_str_mv REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 6 Núm. 2 (2018): Julho a Dezembro de 2018; 291-309
REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 6 n. 2 (2018): Julho a Dezembro de 2018; 291-309
REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 6 No. 2 (2018): Julho a Dezembro de 2018; 291-309
2318-6674
reponame:Revista Reamec
instname:Universidade Federal de Mato Grosso (UFMT)
instacron:UFMT
instname_str Universidade Federal de Mato Grosso (UFMT)
instacron_str UFMT
institution UFMT
reponame_str Revista Reamec
collection Revista Reamec
repository.name.fl_str_mv Revista Reamec - Universidade Federal de Mato Grosso (UFMT)
repository.mail.fl_str_mv revistareamec@gmail.com||
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