Teaching in the initial series: training and pedagogical practice of Math teachers
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Data de Publicação: | 2018 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação e Políticas em Debate |
Texto Completo: | https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/47534 |
Resumo: | With the purpose of discussing teaching in the initial grades, reflecting on the formation and pedagogical practice of mathematics teachers, we developed this bibliographic study in the pursuit of the question: What are the nuances of teaching in the initial grades in view of the marks of formation and pedagogical practice of mathematics teachers? Around this purpose, the teaching discusses teaching in the initial years, pointing out that the polyvalence exercised by teachers is permeated by training gaps and in this sense, professionals face important challenges. We point out that mathematical knowledge has great importance in the formation of these teachers, without dissociating from didactics. It is necessary to do math, to know how and why to teach this discipline. Training focused on the development of research, research and questioning seeks to improve the ability to teach. In fact, teaching only learns by teaching, and every practice has a theory that supports it. It is important that the theory upon which we are based may potentiate in us the capacity for evaluation and critical reasoning. |
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Teaching in the initial series: training and pedagogical practice of Math teachersEnseigner dans la série initiale: formation et pratique pédagogique des enseignants MathématiquesA docência nas séries iniciais: formação e prática pedagógica de professores de MatemáticaDocência nas séries iniciaisFormação de professoresPrática pedagógica de MatemáticaTeaching in the initial gradesTeacher trainingPedagogical Practice of MathematicsEnseignement dans les notes initialesFormation des enseignantsPratique pédagogique des mathématiquesWith the purpose of discussing teaching in the initial grades, reflecting on the formation and pedagogical practice of mathematics teachers, we developed this bibliographic study in the pursuit of the question: What are the nuances of teaching in the initial grades in view of the marks of formation and pedagogical practice of mathematics teachers? Around this purpose, the teaching discusses teaching in the initial years, pointing out that the polyvalence exercised by teachers is permeated by training gaps and in this sense, professionals face important challenges. We point out that mathematical knowledge has great importance in the formation of these teachers, without dissociating from didactics. It is necessary to do math, to know how and why to teach this discipline. Training focused on the development of research, research and questioning seeks to improve the ability to teach. In fact, teaching only learns by teaching, and every practice has a theory that supports it. It is important that the theory upon which we are based may potentiate in us the capacity for evaluation and critical reasoning. Afin de discuter de l'enseignement dans les premières années de tissage réflexions sur la pratique et l'enseignement de formation des enseignants de mathématiques, nous avons développé cette étude bibliographique sur les talons de la question: Quelles sont les nuances de l'enseignement en première série étant donné les marques de formation et pratique pédagogique des professeurs de mathématiques? Autour de cet effet, le tissu discute l'enseignement dans les premières années soulignant que la polyvalence exercée par les enseignants est pénétrée par des lacunes dans la formation et dans ce sens, les professionnels sont confrontés à des défis importants. Nous avons fait remarquer que la connaissance mathématique est d'une grande importance dans la formation de ces enseignants, ne se dissocie pas de l'enseignement. Il faut faire des maths, savoir comment et pourquoi enseigner cette discipline. La formation axée sur le développement de la recherche, de la recherche et du questionnement vise à améliorer la capacité d’enseigner. En fait, l’enseignement n’apprend que par l’enseignement, et chaque pratique a sa propre théorie. Il est important que la théorie sur laquelle les embasemos, l'effet de levier en nous la capacité d'évaluer et de la pensée critique. Com objetivo de discorrer sobre a docência nas séries iniciais tecendo reflexões sobre a formação e a prática pedagógica de professores de Matemática, desenvolvemos este estudo bibliográfico no encalço da questão: Quais as nuanças da docência nas séries inicias tendo em vista as marcas da formação e da prática pedagógica de professores de Matemática? Em torno desse propósito a tessitura discute a docência nos anos iniciais pontuando que a polivalência exercida pelos professores é permeada por lacunas da formação e nesse sentido, os profissionais enfrentam desafios importantes. Pontuamos que o conhecimento matemático tem grande importância na formação desses professores, sem dissociar-se da didática. É preciso fazer matemática, saber como e por quê ensinar essa disciplina. A formação centrada no desenvolvimento da pesquisa, da investigação e do questionamento busca melhorar a habilidade de ensinar. Na verdade, ensinar só se aprende ensinando, e toda prática tem uma teoria que a sustenta. É importante que a teoria sobre a qual nos embasemos, potencialize em nós a capacidade de avaliação e raciocínio crítico. Universidade Federal de Uberlândia2018-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/4753410.14393/REPOD.issn.2238-8346.v7n3a2018-14Revista Educação e Políticas em Debate; Vol. 7 No. 3 (2018); 538-549Revista Educação e Políticas em Debate; Vol. 7 Núm. 3 (2018); 538-549Revista Educação e Políticas em Debate; Vol. 7 No. 3 (2018); 538-549Revista Educação e Políticas em Debate; v. 7 n. 3 (2018); 538-5492238-8346reponame:Revista Educação e Políticas em Debateinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/47534/25681Copyright (c) 2019 Revista Educação e Políticas em Debateinfo:eu-repo/semantics/openAccessTeixeira, Cristiana BarraOliveira, Guilherme Saramago de2022-07-21T14:12:28Zoai:ojs.www.seer.ufu.br:article/47534Revistahttps://seer.ufu.br/index.php/revistaeducaopoliticasPUBhttps://seer.ufu.br/index.php/revistaeducaopoliticas/oairevistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com10.143932238-83462238-8346opendoar:2022-07-21T14:12:28Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Teaching in the initial series: training and pedagogical practice of Math teachers Enseigner dans la série initiale: formation et pratique pédagogique des enseignants Mathématiques A docência nas séries iniciais: formação e prática pedagógica de professores de Matemática |
title |
Teaching in the initial series: training and pedagogical practice of Math teachers |
spellingShingle |
Teaching in the initial series: training and pedagogical practice of Math teachers Teixeira, Cristiana Barra Docência nas séries iniciais Formação de professores Prática pedagógica de Matemática Teaching in the initial grades Teacher training Pedagogical Practice of Mathematics Enseignement dans les notes initiales Formation des enseignants Pratique pédagogique des mathématiques |
title_short |
Teaching in the initial series: training and pedagogical practice of Math teachers |
title_full |
Teaching in the initial series: training and pedagogical practice of Math teachers |
title_fullStr |
Teaching in the initial series: training and pedagogical practice of Math teachers |
title_full_unstemmed |
Teaching in the initial series: training and pedagogical practice of Math teachers |
title_sort |
Teaching in the initial series: training and pedagogical practice of Math teachers |
author |
Teixeira, Cristiana Barra |
author_facet |
Teixeira, Cristiana Barra Oliveira, Guilherme Saramago de |
author_role |
author |
author2 |
Oliveira, Guilherme Saramago de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Teixeira, Cristiana Barra Oliveira, Guilherme Saramago de |
dc.subject.por.fl_str_mv |
Docência nas séries iniciais Formação de professores Prática pedagógica de Matemática Teaching in the initial grades Teacher training Pedagogical Practice of Mathematics Enseignement dans les notes initiales Formation des enseignants Pratique pédagogique des mathématiques |
topic |
Docência nas séries iniciais Formação de professores Prática pedagógica de Matemática Teaching in the initial grades Teacher training Pedagogical Practice of Mathematics Enseignement dans les notes initiales Formation des enseignants Pratique pédagogique des mathématiques |
description |
With the purpose of discussing teaching in the initial grades, reflecting on the formation and pedagogical practice of mathematics teachers, we developed this bibliographic study in the pursuit of the question: What are the nuances of teaching in the initial grades in view of the marks of formation and pedagogical practice of mathematics teachers? Around this purpose, the teaching discusses teaching in the initial years, pointing out that the polyvalence exercised by teachers is permeated by training gaps and in this sense, professionals face important challenges. We point out that mathematical knowledge has great importance in the formation of these teachers, without dissociating from didactics. It is necessary to do math, to know how and why to teach this discipline. Training focused on the development of research, research and questioning seeks to improve the ability to teach. In fact, teaching only learns by teaching, and every practice has a theory that supports it. It is important that the theory upon which we are based may potentiate in us the capacity for evaluation and critical reasoning. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-21 |
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.ufu.br/index.php/revistaeducaopoliticas/article/view/47534 10.14393/REPOD.issn.2238-8346.v7n3a2018-14 |
url |
https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/47534 |
identifier_str_mv |
10.14393/REPOD.issn.2238-8346.v7n3a2018-14 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/47534/25681 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Revista Educação e Políticas em Debate info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Revista Educação e Políticas em Debate |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
dc.source.none.fl_str_mv |
Revista Educação e Políticas em Debate; Vol. 7 No. 3 (2018); 538-549 Revista Educação e Políticas em Debate; Vol. 7 Núm. 3 (2018); 538-549 Revista Educação e Políticas em Debate; Vol. 7 No. 3 (2018); 538-549 Revista Educação e Políticas em Debate; v. 7 n. 3 (2018); 538-549 2238-8346 reponame:Revista Educação e Políticas em Debate instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
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UFU |
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UFU |
reponame_str |
Revista Educação e Políticas em Debate |
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Revista Educação e Políticas em Debate |
repository.name.fl_str_mv |
Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
revistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com |
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1799943958829203456 |