Professional development of teachers in the collaborative construction of Statistics teaching sequences

Detalhes bibliográficos
Autor(a) principal: Santana, Eurivalda
Data de Publicação: 2021
Outros Autores: Almeida Nascimento, Sandra Paula, Couto, Maria Elizabete Souza
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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spelling 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
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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
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