Mathematics fair as the third training space for teachers who teach mathematics in the early years

• Autor(a) principal: Rodrigues, Márcio Urel
• Data de Publicação: 2023
• Outros Autores: Moreno de Assis Santos2, SANDRA
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Alexandria (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/92193
• topic: Feira de matem; Terceiro espa; Aproxima; Articula; Mathematics fair; Third training space; Approximation between university and school; Theory-practice articulation

In this article, we aim to make explicit the aspects that characterize Mathematics Fairs as a “Third Training Space” for teachers who teach Mathematics. We used as a theoretical reference the concept of “Third Space”, elucidated by Zeichner (2010). Data were constituted through an online questionnaire (Google Forms) answered by 57 teachers who teach Mathematics in the early years of Elementary School, advisors of works presented at the I Mathematics Fair of Barra do Bugres – I FEMABB, held in 2019. Data were analyzed using some Content Analysis concepts, elucidated by Bardin (1977) and Rodrigues (2019). Thus, we carried out a dialogical movement between the data and the relevant literature, which provided us with the understanding that the Mathematics Fairs are characterized as a “Third Formative Space” for teachers who teach Mathematics, as it contemplates both conditions: (i) approximation between university and school; and (ii) articulation between theory and practice – proposed by Zeichner (2010) for the constitution of a “Third Space” in teacher education.