Professional development of teachers in the collaborative construction of Statistics teaching sequences
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Sergipana de Matemática e Educação Matemática |
Texto Completo: | https://seer.ufs.br/index.php/ReviSe/article/view/14780 |
Resumo: | This article aims to analyze elements for the professional development of teachers who teach statistical concepts in the early years, when developing teaching sequences, built collaboratively in a project in partnership between the University and the Public School. The investigation is based on theoretical assumptions about professional development of teachers evidenced by Day, Nóvoa, Tardif, Marcelo Garcia and Ponte. This research with a qualitative approach, followed the teachers during the formative meetings, in service, when the group planned the sequences and socialized their reflections, as well as in the development of the sequences in the classroom. Two teaching sequences were planned and developed following the phases of the Investigative Cycle - Problem, Planning, Data, Analysis and Conclusion (PPDAC), in which the concepts of mode, graphics and frequency distribution tables were worked. The data were collected from the teachers' narratives, through direct observations, interviews and audio and video recordings of the training meetings, as well as material produced by the students. The results indicate that it is possible to provide learning experiences with regard to the practice of the teacher with the implementation of the Investigative Cycle, through the planning of teaching sequences in the collaborative group, in the processes of reflection in practice and about the practice performed and the renew and expand the teacher's Specific Knowledge. These learning experiences reverberate positively for the professional development of the teacher who teaches mathematics (statistical concepts) in the early years. Keywords: Teacher Professional Development; Reflection on practice; Statistical Education; Didactic Knowledge. |
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Professional development of teachers in the collaborative construction of Statistics teaching sequencesDesenvolvimento profissional de professores na construção colaborativa de sequências de ensino de EstatísticaThis article aims to analyze elements for the professional development of teachers who teach statistical concepts in the early years, when developing teaching sequences, built collaboratively in a project in partnership between the University and the Public School. The investigation is based on theoretical assumptions about professional development of teachers evidenced by Day, Nóvoa, Tardif, Marcelo Garcia and Ponte. This research with a qualitative approach, followed the teachers during the formative meetings, in service, when the group planned the sequences and socialized their reflections, as well as in the development of the sequences in the classroom. Two teaching sequences were planned and developed following the phases of the Investigative Cycle - Problem, Planning, Data, Analysis and Conclusion (PPDAC), in which the concepts of mode, graphics and frequency distribution tables were worked. The data were collected from the teachers' narratives, through direct observations, interviews and audio and video recordings of the training meetings, as well as material produced by the students. The results indicate that it is possible to provide learning experiences with regard to the practice of the teacher with the implementation of the Investigative Cycle, through the planning of teaching sequences in the collaborative group, in the processes of reflection in practice and about the practice performed and the renew and expand the teacher's Specific Knowledge. These learning experiences reverberate positively for the professional development of the teacher who teaches mathematics (statistical concepts) in the early years. Keywords: Teacher Professional Development; Reflection on practice; Statistical Education; Didactic Knowledge.Este artigo tem como objetivo analisar elementos para o desenvolvimento profissional de professores que ensinam conceitos estatísticos nos anos iniciais, ao desenvolverem sequências de ensino, construídas de forma colaborativa num projeto em parceria Universidade com Escola Pública. A investigação está fundamentada em pressupostos teóricos sobre desenvolvimento profissional de professores evidenciadas por Day, Nóvoa, Tardif, Marcelo Garcia e Ponte. Essa pesquisa de abordagem qualitativa, acompanhou os professores durante os encontros formativos, em serviço, quando o grupo planejava as sequências e socializava suas reflexões, bem como no desenvolvimento das sequências em sala de aula. Foram planejadas e desenvolvidas duas sequências de ensino seguindo as fases do Ciclo Investigativo – Problema, Planejamento, Dados, Análise e Conclusão (PPDAC), nas quais foram trabalhados os conceitos de moda, gráficos e tabelas de distribuição de frequência. Os dados foram coletados a partir das narrativas dos professores, por meio de observações diretas, entrevista e das gravações de áudio e vídeo dos encontros formativos, bem como material produzido pelos estudantes. Os resultados indicam que é possível oportunizar experiências de aprendizagens no que se refere à prática do professor com a implementação do Ciclo Investigativo, por meio do planejamento das sequências de ensino no grupo colaborativo, nos processos de reflexão na prática e sobre a prática realizada e ao renovar e ampliar o Conhecimento Específico do professor. Essas experiências de aprendizagem reverberam positivamente para o desenvolvimento profissional do professor que ensina matemática (conceitos estatísticos) nos anos iniciais.Universidade Federal de Sergipe2021-06-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufs.br/index.php/ReviSe/article/view/1478010.34179/revisem.v6i1.14780Revista Sergipana de Matemática e Educação Matemática; v. 6 n. 1 (2021): Revista Sergipana de Matemática e Educação Matemática; 85-106Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 1 (2021): Revista Sergipana de Matemática e Educação Matemática; 85-106Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 1 (2021): Revista Sergipana de Matemática e Educação Matemática; 85-106Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 1 (2021): Revista Sergipana de Matemática e Educação Matemática; 85-1062525-5444reponame:Revista Sergipana de Matemática e Educação Matemáticainstname:Universidade Federal de Sergipe (UFS)instacron:UFSporhttps://seer.ufs.br/index.php/ReviSe/article/view/14780/11844Copyright (c) 2021 Sandra Paula Almeida Nascimento, Eurivalda Santana, Maria Elizabete Souza Coutohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSantana, Eurivalda Almeida Nascimento, Sandra PaulaCouto, Maria Elizabete Souza2021-06-26T16:35:24Zoai:ojs.seer.ufs.br:article/14780Revistahttps://seer.ufs.br/index.php/ReviSe/oai2525-54442525-5444opendoar:2021-06-26T16:35:24Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS)false |
dc.title.none.fl_str_mv |
Professional development of teachers in the collaborative construction of Statistics teaching sequences Desenvolvimento profissional de professores na construção colaborativa de sequências de ensino de Estatística |
title |
Professional development of teachers in the collaborative construction of Statistics teaching sequences |
spellingShingle |
Professional development of teachers in the collaborative construction of Statistics teaching sequences Santana, Eurivalda |
title_short |
Professional development of teachers in the collaborative construction of Statistics teaching sequences |
title_full |
Professional development of teachers in the collaborative construction of Statistics teaching sequences |
title_fullStr |
Professional development of teachers in the collaborative construction of Statistics teaching sequences |
title_full_unstemmed |
Professional development of teachers in the collaborative construction of Statistics teaching sequences |
title_sort |
Professional development of teachers in the collaborative construction of Statistics teaching sequences |
author |
Santana, Eurivalda |
author_facet |
Santana, Eurivalda Almeida Nascimento, Sandra Paula Couto, Maria Elizabete Souza |
author_role |
author |
author2 |
Almeida Nascimento, Sandra Paula Couto, Maria Elizabete Souza |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Santana, Eurivalda Almeida Nascimento, Sandra Paula Couto, Maria Elizabete Souza |
description |
This article aims to analyze elements for the professional development of teachers who teach statistical concepts in the early years, when developing teaching sequences, built collaboratively in a project in partnership between the University and the Public School. The investigation is based on theoretical assumptions about professional development of teachers evidenced by Day, Nóvoa, Tardif, Marcelo Garcia and Ponte. This research with a qualitative approach, followed the teachers during the formative meetings, in service, when the group planned the sequences and socialized their reflections, as well as in the development of the sequences in the classroom. Two teaching sequences were planned and developed following the phases of the Investigative Cycle - Problem, Planning, Data, Analysis and Conclusion (PPDAC), in which the concepts of mode, graphics and frequency distribution tables were worked. The data were collected from the teachers' narratives, through direct observations, interviews and audio and video recordings of the training meetings, as well as material produced by the students. The results indicate that it is possible to provide learning experiences with regard to the practice of the teacher with the implementation of the Investigative Cycle, through the planning of teaching sequences in the collaborative group, in the processes of reflection in practice and about the practice performed and the renew and expand the teacher's Specific Knowledge. These learning experiences reverberate positively for the professional development of the teacher who teaches mathematics (statistical concepts) in the early years. Keywords: Teacher Professional Development; Reflection on practice; Statistical Education; Didactic Knowledge. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-26 |
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.ufs.br/index.php/ReviSe/article/view/14780 10.34179/revisem.v6i1.14780 |
url |
https://seer.ufs.br/index.php/ReviSe/article/view/14780 |
identifier_str_mv |
10.34179/revisem.v6i1.14780 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufs.br/index.php/ReviSe/article/view/14780/11844 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Sandra Paula Almeida Nascimento, Eurivalda Santana, Maria Elizabete Souza Couto https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Sandra Paula Almeida Nascimento, Eurivalda Santana, Maria Elizabete Souza Couto https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Sergipe |
publisher.none.fl_str_mv |
Universidade Federal de Sergipe |
dc.source.none.fl_str_mv |
Revista Sergipana de Matemática e Educação Matemática; v. 6 n. 1 (2021): Revista Sergipana de Matemática e Educação Matemática; 85-106 Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 1 (2021): Revista Sergipana de Matemática e Educação Matemática; 85-106 Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 1 (2021): Revista Sergipana de Matemática e Educação Matemática; 85-106 Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 1 (2021): Revista Sergipana de Matemática e Educação Matemática; 85-106 2525-5444 reponame:Revista Sergipana de Matemática e Educação Matemática instname:Universidade Federal de Sergipe (UFS) instacron:UFS |
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Universidade Federal de Sergipe (UFS) |
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UFS |
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UFS |
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Revista Sergipana de Matemática e Educação Matemática |
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Revista Sergipana de Matemática e Educação Matemática |
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Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS) |
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