Knowledge mobilized in collaborative context about algebric generalization in the early years

Detalhes bibliográficos
Autor(a) principal: Teres, Silvana Leonora Lehmkuhl
Data de Publicação: 2021
Outros Autores: Grando, Regina Célia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661731
Resumo: In this article, we discuss the professional teaching knowledge of the teachers who Teaches Mathematics for the development of algebraic thinking in the early years, especially regarding the generalization of patterns in recursive sequences, which were mobilized by professors-researchers in a study group recognized by its members as collaborative. This article is part of qualitative longitudinal research developed at the doctoral level with a research-formation characteristic. Discussions and analyzes were based on narrative research and indicate that this training context provided a dynamic that favored interaction and mathematical communication between Future Teachers, Professors, and Teachers who Teach Mathematics in different segments of Basic Education; the resignification of the idea of ​​a generalization of patterns in recursive sequences articulated to the issues of the teaching profession and the reflection on the participants' own practice.
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spelling Knowledge mobilized in collaborative context about algebric generalization in the early yearsConhecimentos mobilizados em contexto colaborativo acerca da generalização algébrica nos anos iniciaisTeacher professional developmentMathematical knowledge for teachingDevelopment of algebraic thinkingDesenvolvimento profissional docenteConhecimento matemático para o ensinoDesenvolvimento do pensamento algébricoIn this article, we discuss the professional teaching knowledge of the teachers who Teaches Mathematics for the development of algebraic thinking in the early years, especially regarding the generalization of patterns in recursive sequences, which were mobilized by professors-researchers in a study group recognized by its members as collaborative. This article is part of qualitative longitudinal research developed at the doctoral level with a research-formation characteristic. Discussions and analyzes were based on narrative research and indicate that this training context provided a dynamic that favored interaction and mathematical communication between Future Teachers, Professors, and Teachers who Teach Mathematics in different segments of Basic Education; the resignification of the idea of ​​a generalization of patterns in recursive sequences articulated to the issues of the teaching profession and the reflection on the participants' own practice.Neste artigo discutimos os conhecimentos profissionais docentes do Professor que Ensina Matemática para o desenvolvimento do pensamento algébrico nos anos iniciais, sobretudo relativos à generalização de padrões em sequências recursivas, que foram mobilizados por professoras-pesquisadoras em um grupo de estudos reconhecido pelos integrantes como colaborativo. Este artigo é parte de uma pesquisa qualitativa longitudinal desenvolvida em nível de doutorado com característica de pesquisa-formação. As discussões e análises foram pautadas na Pesquisa narrativa e sinalizam que este espaço de formação oportunizou uma dinâmica que favoreceu a interação e a comunicação matemática entre Futuros Professores, Professores da Universidade e Professores que Ensinam Matemática em diferentes segmentos da Educação Básica; a ressignificação da ideia de generalização de padrões em sequências recursivas articulada às questões da profissão docente e à reflexão sobre a própria prática dos participantes.Universidade Estadual de Campinas2021-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/866173110.20396/zet.v29i00.8661731Zetetike; Vol. 29 (2021): Publicação Contínua; e021031Zetetike; Vol. 29 (2021): Publicação Contínua; e021031Zetetike; v. 29 (2021): Publicação Contínua; e0210312176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661731/27942https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661731/28056Brazil; ContemporanyBrasil; ContemporâneoCopyright (c) 2021 Zetetikéhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessTeres, Silvana Leonora LehmkuhlGrando, Regina Célia2024-01-12T15:52:39Zoai:ojs.periodicos.sbu.unicamp.br:article/8661731Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-12T15:52:39Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Knowledge mobilized in collaborative context about algebric generalization in the early years
Conhecimentos mobilizados em contexto colaborativo acerca da generalização algébrica nos anos iniciais
title Knowledge mobilized in collaborative context about algebric generalization in the early years
spellingShingle Knowledge mobilized in collaborative context about algebric generalization in the early years
Teres, Silvana Leonora Lehmkuhl
Teacher professional development
Mathematical knowledge for teaching
Development of algebraic thinking
Desenvolvimento profissional docente
Conhecimento matemático para o ensino
Desenvolvimento do pensamento algébrico
title_short Knowledge mobilized in collaborative context about algebric generalization in the early years
title_full Knowledge mobilized in collaborative context about algebric generalization in the early years
title_fullStr Knowledge mobilized in collaborative context about algebric generalization in the early years
title_full_unstemmed Knowledge mobilized in collaborative context about algebric generalization in the early years
title_sort Knowledge mobilized in collaborative context about algebric generalization in the early years
author Teres, Silvana Leonora Lehmkuhl
author_facet Teres, Silvana Leonora Lehmkuhl
Grando, Regina Célia
author_role author
author2 Grando, Regina Célia
author2_role author
dc.contributor.author.fl_str_mv Teres, Silvana Leonora Lehmkuhl
Grando, Regina Célia
dc.subject.por.fl_str_mv Teacher professional development
Mathematical knowledge for teaching
Development of algebraic thinking
Desenvolvimento profissional docente
Conhecimento matemático para o ensino
Desenvolvimento do pensamento algébrico
topic Teacher professional development
Mathematical knowledge for teaching
Development of algebraic thinking
Desenvolvimento profissional docente
Conhecimento matemático para o ensino
Desenvolvimento do pensamento algébrico
description In this article, we discuss the professional teaching knowledge of the teachers who Teaches Mathematics for the development of algebraic thinking in the early years, especially regarding the generalization of patterns in recursive sequences, which were mobilized by professors-researchers in a study group recognized by its members as collaborative. This article is part of qualitative longitudinal research developed at the doctoral level with a research-formation characteristic. Discussions and analyzes were based on narrative research and indicate that this training context provided a dynamic that favored interaction and mathematical communication between Future Teachers, Professors, and Teachers who Teach Mathematics in different segments of Basic Education; the resignification of the idea of ​​a generalization of patterns in recursive sequences articulated to the issues of the teaching profession and the reflection on the participants' own practice.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661731
10.20396/zet.v29i00.8661731
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661731
identifier_str_mv 10.20396/zet.v29i00.8661731
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661731/27942
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661731/28056
dc.rights.driver.fl_str_mv Copyright (c) 2021 Zetetiké
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Zetetiké
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.coverage.none.fl_str_mv Brazil; Contemporany
Brasil; Contemporâneo
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Zetetike; Vol. 29 (2021): Publicação Contínua; e021031
Zetetike; Vol. 29 (2021): Publicação Contínua; e021031
Zetetike; v. 29 (2021): Publicação Contínua; e021031
2176-1744
reponame:Zetetiké (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Zetetiké (Online)
collection Zetetiké (Online)
repository.name.fl_str_mv Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv zetetike@unicamp.br
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