THE TEACHER'S KNOWLEDGE FOR TEACHING MATHEMATICS AT BRAZILIAN DIDACTIC MANUAL FOR THE THIRD YEAR OF ELEMENTARY EDUCATION
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Reamec |
Texto Completo: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871 |
Resumo: | The present work is part of an investigation of the Institutional Program for Scientific Initiation Scholarships (PIBIC), a qualitative bibliographic analysis, which aims to highlight the subdomains that appear in the teacher's manual that teaches mathematics in the third year of education. fundamental. The Mathematics Teaching Specializedge - (MTSK) is a model used by us as a tool to reflect, investigate, but never with the aim of measuring in a classificatory way. This study reveals in the specific guidelines of each thematic unit, that the subdomains pertaining to Mathematical knowledge – (MK), appear 21 times, while the subdomains referring to Pedagogical content knowledge – (PCK) appear only 19 times. This reveals that mathematical knowledge stands out in the guidelines, but that pedagogical knowledge complements the planning of teacher actions and also in their practice. |
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THE TEACHER'S KNOWLEDGE FOR TEACHING MATHEMATICS AT BRAZILIAN DIDACTIC MANUAL FOR THE THIRD YEAR OF ELEMENTARY EDUCATIONEL CONOCIMIENTO DEL PROFESOR PARA LA ENSEÑANZA DE MATEMÁTICAS EN EL MANUAL DIDÁCTICO BRASILEÑO PARA EL TERCER AÑO DE EDUCACIÓN PRIMARIA OS CONHECIMENTOS DO PROFESSOR PARA ENSINAR MATEMÁTICA NO MANUAL DIDÁTICO BRASILEIRO DO TERCEIRO ANO DO ENSINO FUNDAMENTALEnsino especializadoManual DidáticoEducação MatemáticaThe present work is part of an investigation of the Institutional Program for Scientific Initiation Scholarships (PIBIC), a qualitative bibliographic analysis, which aims to highlight the subdomains that appear in the teacher's manual that teaches mathematics in the third year of education. fundamental. The Mathematics Teaching Specializedge - (MTSK) is a model used by us as a tool to reflect, investigate, but never with the aim of measuring in a classificatory way. This study reveals in the specific guidelines of each thematic unit, that the subdomains pertaining to Mathematical knowledge – (MK), appear 21 times, while the subdomains referring to Pedagogical content knowledge – (PCK) appear only 19 times. This reveals that mathematical knowledge stands out in the guidelines, but that pedagogical knowledge complements the planning of teacher actions and also in their practice.El presente trabajo forma parte de una investigación del Programa Institucional de Becas de Iniciación Científica (PIBIC), un análisis bibliográfico cualitativo, que tiene como objetivo resaltar los subdominios que aparecen en el manual del docente que enseña matemáticas en el tercer año de educación fundamental. La Especialización en Enseñanza de las Matemáticas - (MTSK) es un modelo que utilizamos como herramienta para reflexionar, investigar, pero nunca con el objetivo de medir de manera clasificatoria. Este estudio revela en los lineamientos específicos de cada unidad temática, que los subdominios pertenecientes al Conocimiento Matemático – (MK), aparecen 21 veces, mientras que los subdominios referentes al Conocimiento del Contenido Pedagógico – (PCK) aparecen solo 19 veces. Esto revela que el conocimiento matemático se destaca en las directrices, pero que el conocimiento pedagógico complementa la planificación de las acciones docentes y también en su práctica.O presente trabalho faz parte de uma investigação do Programa Institucional de Bolsas de Iniciação Científica (PIBIC), uma análise bibliográfica de caráter qualitativa, a qual o objetivo é evidenciar os subdomínios que aparecem no manual do professor que ensina a matemática no terceiro ano do ensino fundamental. O Mathematics Teaching Specialisedge – (MTSK) é um modelo utilizado por nós como uma ferramenta afim de refletir, investigar, mas nunca com o intuito de medir de maneira classificatória. Este estudo revela nas orientações específicas de cada unidade temática, que os subdomínios pertencentes ao Mathematical knowledge – (MK), aparecem 21 vezes, enquanto os subdomínios referentes ao Pedagogical content knowledge – (PCK) aparecem apenas 19 vezes. Isso nos revela que o conhecimento matemático, se sobressai nas orientações, mas que o conhecimento pedagógico complementa no planejamento das ações do professor e também em sua prática.Universidade Federal de Mato Grosso (UFMT)2022-02-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfapplication/ziphttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/1287110.26571/reamec.v10i1.12871 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 10 Núm. 1 (2022): Janeiro a abril de 2022; e22009REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 10 n. 1 (2022): Janeiro a abril de 2022; e22009REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 10 No. 1 (2022): Janeiro a abril de 2022; e220092318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871/10354https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871/11332https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871/11333https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871/11334https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871/11336https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871/11335Copyright (c) 2022 Camila Fernanda Pereira da Luz, Edvonete Souza de Alencarhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessLuz, Camila Fernanda Pereira da Alencar, Edvonete Souza de2022-05-08T00:05:46Zoai:periodicoscientificos.ufmt.br:article/12871Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2022-05-08T00:05:46Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
THE TEACHER'S KNOWLEDGE FOR TEACHING MATHEMATICS AT BRAZILIAN DIDACTIC MANUAL FOR THE THIRD YEAR OF ELEMENTARY EDUCATION EL CONOCIMIENTO DEL PROFESOR PARA LA ENSEÑANZA DE MATEMÁTICAS EN EL MANUAL DIDÁCTICO BRASILEÑO PARA EL TERCER AÑO DE EDUCACIÓN PRIMARIA OS CONHECIMENTOS DO PROFESSOR PARA ENSINAR MATEMÁTICA NO MANUAL DIDÁTICO BRASILEIRO DO TERCEIRO ANO DO ENSINO FUNDAMENTAL |
title |
THE TEACHER'S KNOWLEDGE FOR TEACHING MATHEMATICS AT BRAZILIAN DIDACTIC MANUAL FOR THE THIRD YEAR OF ELEMENTARY EDUCATION |
spellingShingle |
THE TEACHER'S KNOWLEDGE FOR TEACHING MATHEMATICS AT BRAZILIAN DIDACTIC MANUAL FOR THE THIRD YEAR OF ELEMENTARY EDUCATION Luz, Camila Fernanda Pereira da Ensino especializado Manual Didático Educação Matemática |
title_short |
THE TEACHER'S KNOWLEDGE FOR TEACHING MATHEMATICS AT BRAZILIAN DIDACTIC MANUAL FOR THE THIRD YEAR OF ELEMENTARY EDUCATION |
title_full |
THE TEACHER'S KNOWLEDGE FOR TEACHING MATHEMATICS AT BRAZILIAN DIDACTIC MANUAL FOR THE THIRD YEAR OF ELEMENTARY EDUCATION |
title_fullStr |
THE TEACHER'S KNOWLEDGE FOR TEACHING MATHEMATICS AT BRAZILIAN DIDACTIC MANUAL FOR THE THIRD YEAR OF ELEMENTARY EDUCATION |
title_full_unstemmed |
THE TEACHER'S KNOWLEDGE FOR TEACHING MATHEMATICS AT BRAZILIAN DIDACTIC MANUAL FOR THE THIRD YEAR OF ELEMENTARY EDUCATION |
title_sort |
THE TEACHER'S KNOWLEDGE FOR TEACHING MATHEMATICS AT BRAZILIAN DIDACTIC MANUAL FOR THE THIRD YEAR OF ELEMENTARY EDUCATION |
author |
Luz, Camila Fernanda Pereira da |
author_facet |
Luz, Camila Fernanda Pereira da Alencar, Edvonete Souza de |
author_role |
author |
author2 |
Alencar, Edvonete Souza de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Luz, Camila Fernanda Pereira da Alencar, Edvonete Souza de |
dc.subject.por.fl_str_mv |
Ensino especializado Manual Didático Educação Matemática |
topic |
Ensino especializado Manual Didático Educação Matemática |
description |
The present work is part of an investigation of the Institutional Program for Scientific Initiation Scholarships (PIBIC), a qualitative bibliographic analysis, which aims to highlight the subdomains that appear in the teacher's manual that teaches mathematics in the third year of education. fundamental. The Mathematics Teaching Specializedge - (MTSK) is a model used by us as a tool to reflect, investigate, but never with the aim of measuring in a classificatory way. This study reveals in the specific guidelines of each thematic unit, that the subdomains pertaining to Mathematical knowledge – (MK), appear 21 times, while the subdomains referring to Pedagogical content knowledge – (PCK) appear only 19 times. This reveals that mathematical knowledge stands out in the guidelines, but that pedagogical knowledge complements the planning of teacher actions and also in their practice. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-02-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871 10.26571/reamec.v10i1.12871 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871 |
identifier_str_mv |
10.26571/reamec.v10i1.12871 |
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/12871/10354 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871/11332 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871/11333 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871/11334 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871/11336 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12871/11335 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Camila Fernanda Pereira da Luz, Edvonete Souza de Alencar https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Camila Fernanda Pereira da Luz, Edvonete Souza de Alencar 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. 10 Núm. 1 (2022): Janeiro a abril de 2022; e22009 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 10 n. 1 (2022): Janeiro a abril de 2022; e22009 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 10 No. 1 (2022): Janeiro a abril de 2022; e22009 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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1797174816964345856 |