The Continuing Training of Teachers from the Perspective of Mathematical Didactic Knowledge

Detalhes bibliográficos
Autor(a) principal: Carpes, Patricia Pujol Goulart
Data de Publicação: 2021
Outros Autores: Bisognin, Eleni
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revemop
Texto Completo: https://periodicos.ufop.br/revemop/article/view/4904
Resumo: This study aims to identify and analyze the possible contributions of the modular system Mathematical Didactic Knowledge (MDK) in a course with Mathematics teachers. Therefore, a course was organized in the perspective of the MDK for the teaching of rational numbers at Elementary School level. The research, of qualitative basis, had its data analyzed from the Guide of Evaluation of Didactic Suitability of Instruction Processes in Mathematical Education. This guide provides components and indicators to analyze and evaluate teacher training courses through the dimensions of the MDK. The activities of the course were built, developed and registered through individual portfolios and socialized among the group. When analyzing them, it is pointed out that they served to guide and organize the their activities in addition to providing reflection about the knowledge mobilized, mainly epistemic and cognitive.
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spelling The Continuing Training of Teachers from the Perspective of Mathematical Didactic KnowledgeLa formación continuada del profesorado desde la perspectiva del Conocimiento Didáctico MatemáticoA Formação Continuada de Professores na perspectiva dos Conhecimentos Didáticos MatemáticosTeaching and learning of rational numbersOntosemiotic Approach to Knowledge and Mathematical InstructionBasic EducationEnseñar y aprender números racionales. Enfoque Ontosemiótico del Conocimiento y la Instrucción MatemáticaEducación BasicaEnsino e aprendizagem dos números racionaisEnfoque Ontossemiótico do Conhecimento e da Instrução MatemáticaEducação BásicaThis study aims to identify and analyze the possible contributions of the modular system Mathematical Didactic Knowledge (MDK) in a course with Mathematics teachers. Therefore, a course was organized in the perspective of the MDK for the teaching of rational numbers at Elementary School level. The research, of qualitative basis, had its data analyzed from the Guide of Evaluation of Didactic Suitability of Instruction Processes in Mathematical Education. This guide provides components and indicators to analyze and evaluate teacher training courses through the dimensions of the MDK. The activities of the course were built, developed and registered through individual portfolios and socialized among the group. When analyzing them, it is pointed out that they served to guide and organize the their activities in addition to providing reflection about the knowledge mobilized, mainly epistemic and cognitive.El presente estudio tiene como objetivo identificar y analizar los posibles aportes del sistema modular de Conocimiento Didáctico Matemático (CDM) en un curso formativo e investigativo con profesores de Matemática. Para esto, se organizó un curso desde la perspectiva del CDM para la enseñanza de los números racionales en la Enseñanza Fundamental. La investigación, con base cualitativa, tuvo sus datos analizados con base en la Guía de Evaluación de Idoneidad Didáctica para Procesos Instruccionales en Educación Matemática. Este guía proporciona componentes e indicadores para analizar y evaluar los cursos de formación docente a través de las dimensiones del CDM. Las actividades del curso se construyeron, desarrollaron y registraron a través de portafolios individuales y socializados entre el grupo. Al analizarlos, se señala que sirvieron para orientar y organizar actividades además de promover la reflexión sobre el conocimiento movilizado, principalmente epistémico y cognitivo.O presente estudo visa identificar e analisar as possíveis contribuições do sistema modular Conhecimentos Didáticos Matemáticos (CDM) em um curso formativo e investigativo com professores de Matemática. Para tal, organizou-se um curso na perspectiva do CDM para o ensino de números racionais no Ensino Fundamental. A pesquisa, de base qualitativa, teve seus dados analisados a partir do Guia de Avaliação da Idoneidade Didática de Processos de Instrução em Educação Matemática. Esse guia fornece componentes e indicadores para analisar e avaliar cursos de formação de professores por meio das dimensões do CDM. As atividades do curso foram construídas, desenvolvidas e registradas por meio de portfólios individuais e socializadas entre o grupo. Ao analisa-los aponta-se que serviram para orientar e organizar as atividades além de propiciar a reflexão sobre os conhecimentos mobilizados, principalmente epistêmicos e cognitivos.Editora da UFOP2021-06-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufop.br/revemop/article/view/490410.33532/revemop.e202111Revemop; v. 3 (2021): Rolling Pass; e2021112596-0245reponame:Revemopinstname:Universidade Federal de Ouro Preto (UFOP)instacron:UFOPporhttps://periodicos.ufop.br/revemop/article/view/4904/3779Copyright (c) 2021 Revemophttp://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessCarpes, Patricia Pujol Goulart Bisognin, Eleni2022-05-30T17:03:53Zoai:pp.www.periodicos.ufop.br:article/4904Revistahttps://periodicos.ufop.br/revemop/indexPUBhttps://periodicos.ufop.br/revemop/oairevemop@ufop.edu.br||2596-02452596-0245opendoar:2022-05-30T17:03:53Revemop - Universidade Federal de Ouro Preto (UFOP)false
dc.title.none.fl_str_mv The Continuing Training of Teachers from the Perspective of Mathematical Didactic Knowledge
La formación continuada del profesorado desde la perspectiva del Conocimiento Didáctico Matemático
A Formação Continuada de Professores na perspectiva dos Conhecimentos Didáticos Matemáticos
title The Continuing Training of Teachers from the Perspective of Mathematical Didactic Knowledge
spellingShingle The Continuing Training of Teachers from the Perspective of Mathematical Didactic Knowledge
Carpes, Patricia Pujol Goulart
Teaching and learning of rational numbers
Ontosemiotic Approach to Knowledge and Mathematical Instruction
Basic Education
Enseñar y aprender números racionales
. Enfoque Ontosemiótico del Conocimiento y la Instrucción Matemática
Educación Basica
Ensino e aprendizagem dos números racionais
Enfoque Ontossemiótico do Conhecimento e da Instrução Matemática
Educação Básica
title_short The Continuing Training of Teachers from the Perspective of Mathematical Didactic Knowledge
title_full The Continuing Training of Teachers from the Perspective of Mathematical Didactic Knowledge
title_fullStr The Continuing Training of Teachers from the Perspective of Mathematical Didactic Knowledge
title_full_unstemmed The Continuing Training of Teachers from the Perspective of Mathematical Didactic Knowledge
title_sort The Continuing Training of Teachers from the Perspective of Mathematical Didactic Knowledge
author Carpes, Patricia Pujol Goulart
author_facet Carpes, Patricia Pujol Goulart
Bisognin, Eleni
author_role author
author2 Bisognin, Eleni
author2_role author
dc.contributor.author.fl_str_mv Carpes, Patricia Pujol Goulart
Bisognin, Eleni
dc.subject.por.fl_str_mv Teaching and learning of rational numbers
Ontosemiotic Approach to Knowledge and Mathematical Instruction
Basic Education
Enseñar y aprender números racionales
. Enfoque Ontosemiótico del Conocimiento y la Instrucción Matemática
Educación Basica
Ensino e aprendizagem dos números racionais
Enfoque Ontossemiótico do Conhecimento e da Instrução Matemática
Educação Básica
topic Teaching and learning of rational numbers
Ontosemiotic Approach to Knowledge and Mathematical Instruction
Basic Education
Enseñar y aprender números racionales
. Enfoque Ontosemiótico del Conocimiento y la Instrucción Matemática
Educación Basica
Ensino e aprendizagem dos números racionais
Enfoque Ontossemiótico do Conhecimento e da Instrução Matemática
Educação Básica
description This study aims to identify and analyze the possible contributions of the modular system Mathematical Didactic Knowledge (MDK) in a course with Mathematics teachers. Therefore, a course was organized in the perspective of the MDK for the teaching of rational numbers at Elementary School level. The research, of qualitative basis, had its data analyzed from the Guide of Evaluation of Didactic Suitability of Instruction Processes in Mathematical Education. This guide provides components and indicators to analyze and evaluate teacher training courses through the dimensions of the MDK. The activities of the course were built, developed and registered through individual portfolios and socialized among the group. When analyzing them, it is pointed out that they served to guide and organize the their activities in addition to providing reflection about the knowledge mobilized, mainly epistemic and cognitive.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-23
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://periodicos.ufop.br/revemop/article/view/4904
10.33532/revemop.e202111
url https://periodicos.ufop.br/revemop/article/view/4904
identifier_str_mv 10.33532/revemop.e202111
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufop.br/revemop/article/view/4904/3779
dc.rights.driver.fl_str_mv Copyright (c) 2021 Revemop
http://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Revemop
http://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da UFOP
publisher.none.fl_str_mv Editora da UFOP
dc.source.none.fl_str_mv Revemop; v. 3 (2021): Rolling Pass; e202111
2596-0245
reponame:Revemop
instname:Universidade Federal de Ouro Preto (UFOP)
instacron:UFOP
instname_str Universidade Federal de Ouro Preto (UFOP)
instacron_str UFOP
institution UFOP
reponame_str Revemop
collection Revemop
repository.name.fl_str_mv Revemop - Universidade Federal de Ouro Preto (UFOP)
repository.mail.fl_str_mv revemop@ufop.edu.br||
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