The Movement of Teachers’ Education for Geometry Teaching in the Elementary School

Detalhes bibliográficos
Autor(a) principal: Lopes, Anemari Roesler Luersen Vieira
Data de Publicação: 2014
Outros Autores: Vaz, Halana Garcez Borowsky
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/45898
Resumo: This paper reports the organization of a group offour teachers who planned, developed, and evaluated a teaching proposal.The aim of this study was to discuss the education of teachers who teachmathematics for the Elementary School, considering the challenge of organizinga Guiding Activity for Geometry Teaching. In order to do so, theresearchers referred to the Historical-cultural Theory, more specifically tothe Activity Theory (Leontiev, 1983; 1988) and the Educational Guiding Activity(Moura, 1996; 2010). It was possible to show that the teachers’ mathematicalknowledge served as guidance for the teaching practices, and thattheir sharing proved to be preponderant for their constitution as teachers.
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spelling The Movement of Teachers’ Education for Geometry Teaching in the Elementary SchoolO Movimento de Formação Docente no Ensino de Geometria nos Anos IniciaisTeachers’ Education. Elementary School Education. Mathematics Education. Geometry Teaching.Formação de Professores. Anos Iniciais do Ensino Fundamental. Educação Matemática. Ensino de Geometria.This paper reports the organization of a group offour teachers who planned, developed, and evaluated a teaching proposal.The aim of this study was to discuss the education of teachers who teachmathematics for the Elementary School, considering the challenge of organizinga Guiding Activity for Geometry Teaching. In order to do so, theresearchers referred to the Historical-cultural Theory, more specifically tothe Activity Theory (Leontiev, 1983; 1988) and the Educational Guiding Activity(Moura, 1996; 2010). It was possible to show that the teachers’ mathematicalknowledge served as guidance for the teaching practices, and thattheir sharing proved to be preponderant for their constitution as teachers.Neste artigo, discorremos sobre a organização de umgrupo do qual participavam quatro professoras que planejaram, desenvolverame avaliaram uma proposta de ensino. Nosso intuito foi discutir sobrea formação de professores que ensinam matemática nos anos iniciais, tendoem vista os desafios de organizar uma Atividade Orientadora de Ensinode Geometria. Para isso, pautamo-nos nos pressupostos da Teoria Histórico-Cultural, e, especificamente da Teoria da Atividade (Leontiev, 1983;1988) e da Atividade Orientadora de Ensino (Moura, 1996; 2010). Foi possívelevidenciar que o conhecimento matemático das docentes atuou comonorteador das ações e que o compartilhamento destas mostrou-se comopreponderante para que se constituíssem como formadoras.FACED - UFRGS2014-09-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/45898Educação & Realidade [Education & Reality]; Vol. 39 No. 4 (2014)Educação & Realidade; v. 39 n. 4 (2014)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/45898/46492Lopes, Anemari Roesler Luersen VieiraVaz, Halana Garcez Borowskyinfo:eu-repo/semantics/openAccess2018-01-19T14:00:46Zoai:seer.ufrgs.br:article/45898Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2018-01-19T14:00:46Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv The Movement of Teachers’ Education for Geometry Teaching in the Elementary School
O Movimento de Formação Docente no Ensino de Geometria nos Anos Iniciais
title The Movement of Teachers’ Education for Geometry Teaching in the Elementary School
spellingShingle The Movement of Teachers’ Education for Geometry Teaching in the Elementary School
Lopes, Anemari Roesler Luersen Vieira
Teachers’ Education. Elementary School Education. Mathematics Education. Geometry Teaching.
Formação de Professores. Anos Iniciais do Ensino Fundamental. Educação Matemática. Ensino de Geometria.
title_short The Movement of Teachers’ Education for Geometry Teaching in the Elementary School
title_full The Movement of Teachers’ Education for Geometry Teaching in the Elementary School
title_fullStr The Movement of Teachers’ Education for Geometry Teaching in the Elementary School
title_full_unstemmed The Movement of Teachers’ Education for Geometry Teaching in the Elementary School
title_sort The Movement of Teachers’ Education for Geometry Teaching in the Elementary School
author Lopes, Anemari Roesler Luersen Vieira
author_facet Lopes, Anemari Roesler Luersen Vieira
Vaz, Halana Garcez Borowsky
author_role author
author2 Vaz, Halana Garcez Borowsky
author2_role author
dc.contributor.author.fl_str_mv Lopes, Anemari Roesler Luersen Vieira
Vaz, Halana Garcez Borowsky
dc.subject.por.fl_str_mv Teachers’ Education. Elementary School Education. Mathematics Education. Geometry Teaching.
Formação de Professores. Anos Iniciais do Ensino Fundamental. Educação Matemática. Ensino de Geometria.
topic Teachers’ Education. Elementary School Education. Mathematics Education. Geometry Teaching.
Formação de Professores. Anos Iniciais do Ensino Fundamental. Educação Matemática. Ensino de Geometria.
description This paper reports the organization of a group offour teachers who planned, developed, and evaluated a teaching proposal.The aim of this study was to discuss the education of teachers who teachmathematics for the Elementary School, considering the challenge of organizinga Guiding Activity for Geometry Teaching. In order to do so, theresearchers referred to the Historical-cultural Theory, more specifically tothe Activity Theory (Leontiev, 1983; 1988) and the Educational Guiding Activity(Moura, 1996; 2010). It was possible to show that the teachers’ mathematicalknowledge served as guidance for the teaching practices, and thattheir sharing proved to be preponderant for their constitution as teachers.
publishDate 2014
dc.date.none.fl_str_mv 2014-09-22
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://seer.ufrgs.br/index.php/educacaoerealidade/article/view/45898
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/45898
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/45898/46492
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 39 No. 4 (2014)
Educação & Realidade; v. 39 n. 4 (2014)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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