Professional knowledge to teach mathematics in the context of STEM education

Detalhes bibliográficos
Autor(a) principal: Costa, Maria Cristina Oliveira
Data de Publicação: 2022
Outros Autores: Domingos, António Manuel Dias
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661697
Resumo: This paper contributes to the literature by presenting new developments about knowledge to teach and practices of primary teachers who participated in a teachers’ professional development programme focused on STEM (Science, Technology, Engineering and Mathematics) hands-on practices. This training context brings added challenges for teachers to innovate their practices in class, namely mathematical practices related to STEM. In particular, we research what knowledge promotes the development and implementation of mathematical interdisciplinary practices within the referred context. With a qualitative methodology and an interpretative approach, and based on data collected for three school years, we conclude that there exists specialized knowledge that is crucial for teachers to be able to develop and implement mathematical interdisciplinary practices in class, which must be taken into account, with a view to the effectiveness of teachers professional development programmes.
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spelling Professional knowledge to teach mathematics in the context of STEM educationConhecimento Profissional para ensinar matemática num contexto de educação em STEMDesenvolvimento profissionalConhecimento para ensinarSTEMHands-onEnsino básicoProfessional developmentTeachers’ knowledgeSTEMHands-onPrimary schoolThis paper contributes to the literature by presenting new developments about knowledge to teach and practices of primary teachers who participated in a teachers’ professional development programme focused on STEM (Science, Technology, Engineering and Mathematics) hands-on practices. This training context brings added challenges for teachers to innovate their practices in class, namely mathematical practices related to STEM. In particular, we research what knowledge promotes the development and implementation of mathematical interdisciplinary practices within the referred context. With a qualitative methodology and an interpretative approach, and based on data collected for three school years, we conclude that there exists specialized knowledge that is crucial for teachers to be able to develop and implement mathematical interdisciplinary practices in class, which must be taken into account, with a view to the effectiveness of teachers professional development programmes.Este artigo pretende contribuir para a literatura apresentando novos desenvolvimentos sobre o conhecimento e práticas de professores do ensino básico que participaram num programa de desenvolvimento profissional com foco em atividades práticas hands-on relacionadas com as STEM (Science, Technology, Engineering and Mathematics). Este contexto de formação traz desafios acrescidos aos professores para inovarem as suas práticas em aula, nomeadamente as práticas de matemática relacionadas com as STEM. Em particular, procura-se investigar que conhecimento promove o desenvolvimento e a implementação de práticas de matemática interdisciplinares no âmbito do referido contexto. Com uma metodologia qualitativa de natureza interpretativa, e com base em dados recolhidos durante três anos letivos, conclui-se existir conhecimento especializado que é essencial para os professores conseguirem desenvolver e implementar práticas de matemática interdisciplinares em aula, o qual deve ser tido em conta, com vista à eficácia da formação dos professores.Universidade Estadual de Campinas2022-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/866169710.20396/zet.v30i00.8661697Zetetike; Vol. 30 (2022): Publicação Contínua; e022026 Zetetike; Vol. 30 (2022): Publicação Contínua; e022026 Zetetike; v. 30 (2022): Publicação Contínua; e022026 2176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661697/31616https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661697/31623Portugal; Contemporary Portugal; ContemporâneoCopyright (c) 2022 Zetetikéhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCosta, Maria Cristina OliveiraDomingos, António Manuel Dias2024-01-16T15:43:55Zoai:ojs.periodicos.sbu.unicamp.br:article/8661697Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-16T15:43:55Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Professional knowledge to teach mathematics in the context of STEM education
Conhecimento Profissional para ensinar matemática num contexto de educação em STEM
title Professional knowledge to teach mathematics in the context of STEM education
spellingShingle Professional knowledge to teach mathematics in the context of STEM education
Costa, Maria Cristina Oliveira
Desenvolvimento profissional
Conhecimento para ensinar
STEM
Hands-on
Ensino básico
Professional development
Teachers’ knowledge
STEM
Hands-on
Primary school
title_short Professional knowledge to teach mathematics in the context of STEM education
title_full Professional knowledge to teach mathematics in the context of STEM education
title_fullStr Professional knowledge to teach mathematics in the context of STEM education
title_full_unstemmed Professional knowledge to teach mathematics in the context of STEM education
title_sort Professional knowledge to teach mathematics in the context of STEM education
author Costa, Maria Cristina Oliveira
author_facet Costa, Maria Cristina Oliveira
Domingos, António Manuel Dias
author_role author
author2 Domingos, António Manuel Dias
author2_role author
dc.contributor.author.fl_str_mv Costa, Maria Cristina Oliveira
Domingos, António Manuel Dias
dc.subject.por.fl_str_mv Desenvolvimento profissional
Conhecimento para ensinar
STEM
Hands-on
Ensino básico
Professional development
Teachers’ knowledge
STEM
Hands-on
Primary school
topic Desenvolvimento profissional
Conhecimento para ensinar
STEM
Hands-on
Ensino básico
Professional development
Teachers’ knowledge
STEM
Hands-on
Primary school
description This paper contributes to the literature by presenting new developments about knowledge to teach and practices of primary teachers who participated in a teachers’ professional development programme focused on STEM (Science, Technology, Engineering and Mathematics) hands-on practices. This training context brings added challenges for teachers to innovate their practices in class, namely mathematical practices related to STEM. In particular, we research what knowledge promotes the development and implementation of mathematical interdisciplinary practices within the referred context. With a qualitative methodology and an interpretative approach, and based on data collected for three school years, we conclude that there exists specialized knowledge that is crucial for teachers to be able to develop and implement mathematical interdisciplinary practices in class, which must be taken into account, with a view to the effectiveness of teachers professional development programmes.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-30
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/8661697
10.20396/zet.v30i00.8661697
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661697
identifier_str_mv 10.20396/zet.v30i00.8661697
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/8661697/31616
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661697/31623
dc.rights.driver.fl_str_mv Copyright (c) 2022 Zetetiké
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 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 Portugal; Contemporary
Portugal; 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. 30 (2022): Publicação Contínua; e022026
Zetetike; Vol. 30 (2022): Publicação Contínua; e022026
Zetetike; v. 30 (2022): Publicação Contínua; e022026
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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