Narratives of mathematics classes: reifying communities of practice

Detalhes bibliográficos
Autor(a) principal: Silva, Lilian Aragão da
Data de Publicação: 2016
Outros Autores: Prado, Airam da Silva, Barbosa, Jonei Cerqueira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646531
Resumo: This article aims to examine ways of developing math classes (process) and how to write (product) in narratives of classes. To do it, we will use the perspective of situated learning in order to promote a theoretical description and illustrate how narratives produced by mathematics teachers taking part in the Mathematics Education Watch (OEM-Bahia) are constituted as products / processes that connect social practices which teachers participate. The findings suggest that the narratives may be theoretically understood as (re)reifications of an interconnected community with another one (or other communities) linked by the boundary object (the task) and the broker (the teacher). 
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spelling Narratives of mathematics classes: reifying communities of practiceNarrativas de aulas de matemática: reificações de comunidades de práticaNarrativesMath classesReificationsTeachers trainingNarrativasAulas de matemáticaReificaçõesFormação de professoresThis article aims to examine ways of developing math classes (process) and how to write (product) in narratives of classes. To do it, we will use the perspective of situated learning in order to promote a theoretical description and illustrate how narratives produced by mathematics teachers taking part in the Mathematics Education Watch (OEM-Bahia) are constituted as products / processes that connect social practices which teachers participate. The findings suggest that the narratives may be theoretically understood as (re)reifications of an interconnected community with another one (or other communities) linked by the boundary object (the task) and the broker (the teacher). Este artigo tem o propósito de analisar formas de desenvolver aulas de matemática (processo) e formas de escrever (produto) esboçadas em narrativas de aulas. Para isso, utilizar-se-á a perspectiva da aprendizagem situada, a fim de promover uma descrição teórica para ilustrar como as narrativas, produzidas por professores de matemática que fazem parte do Observatório da Educação Matemática (OEM-Bahia), se constituem como produtos/processos da conexão entre as práticas sociais de que esses professores participam. Os resultados desta pesquisa apontam que as narrativas podem ser compreendidas teoricamente como (re)reificações de uma comunidade interconectada com outra comunidade (ou outras comunidades) a partir do objeto de fronteira (a tarefa) e do broker (o professor).Universidade Estadual de Campinas2016-05-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864653110.20396/zet.v24i45.8646531Zetetike; Vol. 24 No. 1 (2016): Professional development of teachers who teach Mathematics: collaboration and under the Obeduc; 93-107Zetetike; Vol. 24 Núm. 1 (2016): jan./abr. [45]; 93-107Zetetike; v. 24 n. 1 (2016): jan./abr. [45]; 93-1072176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646531/13431Brazil; ContemporaryBrasil; ContemporâneoCopyright (c) 2016 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSilva, Lilian Aragão daPrado, Airam da SilvaBarbosa, Jonei Cerqueira2023-12-12T12:13:43Zoai:ojs.periodicos.sbu.unicamp.br:article/8646531Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-12-12T12:13:43Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Narratives of mathematics classes: reifying communities of practice
Narrativas de aulas de matemática: reificações de comunidades de prática
title Narratives of mathematics classes: reifying communities of practice
spellingShingle Narratives of mathematics classes: reifying communities of practice
Silva, Lilian Aragão da
Narratives
Math classes
Reifications
Teachers training
Narrativas
Aulas de matemática
Reificações
Formação de professores
title_short Narratives of mathematics classes: reifying communities of practice
title_full Narratives of mathematics classes: reifying communities of practice
title_fullStr Narratives of mathematics classes: reifying communities of practice
title_full_unstemmed Narratives of mathematics classes: reifying communities of practice
title_sort Narratives of mathematics classes: reifying communities of practice
author Silva, Lilian Aragão da
author_facet Silva, Lilian Aragão da
Prado, Airam da Silva
Barbosa, Jonei Cerqueira
author_role author
author2 Prado, Airam da Silva
Barbosa, Jonei Cerqueira
author2_role author
author
dc.contributor.author.fl_str_mv Silva, Lilian Aragão da
Prado, Airam da Silva
Barbosa, Jonei Cerqueira
dc.subject.por.fl_str_mv Narratives
Math classes
Reifications
Teachers training
Narrativas
Aulas de matemática
Reificações
Formação de professores
topic Narratives
Math classes
Reifications
Teachers training
Narrativas
Aulas de matemática
Reificações
Formação de professores
description This article aims to examine ways of developing math classes (process) and how to write (product) in narratives of classes. To do it, we will use the perspective of situated learning in order to promote a theoretical description and illustrate how narratives produced by mathematics teachers taking part in the Mathematics Education Watch (OEM-Bahia) are constituted as products / processes that connect social practices which teachers participate. The findings suggest that the narratives may be theoretically understood as (re)reifications of an interconnected community with another one (or other communities) linked by the boundary object (the task) and the broker (the teacher). 
publishDate 2016
dc.date.none.fl_str_mv 2016-05-13
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/8646531
10.20396/zet.v24i45.8646531
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646531
identifier_str_mv 10.20396/zet.v24i45.8646531
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/8646531/13431
dc.rights.driver.fl_str_mv Copyright (c) 2016 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil; Contemporary
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. 24 No. 1 (2016): Professional development of teachers who teach Mathematics: collaboration and under the Obeduc; 93-107
Zetetike; Vol. 24 Núm. 1 (2016): jan./abr. [45]; 93-107
Zetetike; v. 24 n. 1 (2016): jan./abr. [45]; 93-107
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
_version_ 1798329589778350080

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