From textbooks to notebooks for school mathematics: the emergence of the professional knowledge

Detalhes bibliográficos
Autor(a) principal: Valente, Wagner Rodrigues
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8648206
Resumo: The text analyzes the emergence of the professional knowledge of the teacher who teaches mathematics fromthe inclusion of new references that are made in the state of São Paulo, since the late nineteenth century. Theanalysis takes into account the categories "knowledge to teach" and "knowledge for teach" coming from studiesthat combine the historical and educational development of teacher training. As research documents the studymakes use of textbooks and notebooks classes suitable for the work of teachers who teach mathematics. Thestudy results show that the passage of a secondary school culture for the establishment of a professionalqualification of teachers takes place in the knowledge objectified by the new materials, the notebooks classes.Such materials constitute pedagogical knowledge, knowledge for teach the "math for teach" as a professionalreference teacher who teaches mathematics.
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spelling From textbooks to notebooks for school mathematics: the emergence of the professional knowledgeDos livros didáticos para os cadernos de matemática: a emergência dos saberes profissionaisMathematics to teachMathematics for teachTextbook of mathematicsTraining of teachers who teach mathematicsMatemática a ensinarMatemática para ensinarLivro didático de matemáticaFormação de professores que ensinam matemáticaThe text analyzes the emergence of the professional knowledge of the teacher who teaches mathematics fromthe inclusion of new references that are made in the state of São Paulo, since the late nineteenth century. Theanalysis takes into account the categories "knowledge to teach" and "knowledge for teach" coming from studiesthat combine the historical and educational development of teacher training. As research documents the studymakes use of textbooks and notebooks classes suitable for the work of teachers who teach mathematics. Thestudy results show that the passage of a secondary school culture for the establishment of a professionalqualification of teachers takes place in the knowledge objectified by the new materials, the notebooks classes.Such materials constitute pedagogical knowledge, knowledge for teach the "math for teach" as a professionalreference teacher who teaches mathematics.O texto analisa a emergência dos saberes profissionais do professor que ensina matemática a partir da inclusão de novas referências que são constituídas no estado de São Paulo, desde finais do século XIX. A análise leva em consideração as categorias “saber a ensinar” e “saber para ensinar” vindas de estudos que conjugam o desenvolvimento histórico-didático da formação de professores. Como documentos de pesquisa o estudo lança mão de livros didáticos e cadernos de aulas indicados para o trabalho dos professores que ensinam matemática. Os resultados do estudo mostram que a passagem de uma cultura do ensino secundário para o estabelecimento de uma formação profissional do professor tem lugar nos saberes objetivados pelos novos materiais, pelos cadernos de aulas. Tais materiais configuram saberes pedagógicos, saberes para ensinar, a “matemática para ensinar” como referência profissional do professor que ensina matemática.Universidade Estadual de Campinas2017-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/mswordhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864820610.20396/zet.v25i2.8648206Zetetike; Vol. 25 No. 2 (2017): maio/ago.; 254-264Zetetike; Vol. 25 Núm. 2 (2017): maio/ago.; 254-264Zetetike; v. 25 n. 2 (2017): maio/ago.; 254-2642176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8648206/16562https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8648206/20153Brazil; ContemporaryBrasil; ContemporâneoCopyright (c) 2017 Zetetikehttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessValente, Wagner Rodrigues2023-12-18T11:29:42Zoai:ojs.periodicos.sbu.unicamp.br:article/8648206Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-12-18T11:29:42Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv From textbooks to notebooks for school mathematics: the emergence of the professional knowledge
Dos livros didáticos para os cadernos de matemática: a emergência dos saberes profissionais
title From textbooks to notebooks for school mathematics: the emergence of the professional knowledge
spellingShingle From textbooks to notebooks for school mathematics: the emergence of the professional knowledge
Valente, Wagner Rodrigues
Mathematics to teach
Mathematics for teach
Textbook of mathematics
Training of teachers who teach mathematics
Matemática a ensinar
Matemática para ensinar
Livro didático de matemática
Formação de professores que ensinam matemática
title_short From textbooks to notebooks for school mathematics: the emergence of the professional knowledge
title_full From textbooks to notebooks for school mathematics: the emergence of the professional knowledge
title_fullStr From textbooks to notebooks for school mathematics: the emergence of the professional knowledge
title_full_unstemmed From textbooks to notebooks for school mathematics: the emergence of the professional knowledge
title_sort From textbooks to notebooks for school mathematics: the emergence of the professional knowledge
author Valente, Wagner Rodrigues
author_facet Valente, Wagner Rodrigues
author_role author
dc.contributor.author.fl_str_mv Valente, Wagner Rodrigues
dc.subject.por.fl_str_mv Mathematics to teach
Mathematics for teach
Textbook of mathematics
Training of teachers who teach mathematics
Matemática a ensinar
Matemática para ensinar
Livro didático de matemática
Formação de professores que ensinam matemática
topic Mathematics to teach
Mathematics for teach
Textbook of mathematics
Training of teachers who teach mathematics
Matemática a ensinar
Matemática para ensinar
Livro didático de matemática
Formação de professores que ensinam matemática
description The text analyzes the emergence of the professional knowledge of the teacher who teaches mathematics fromthe inclusion of new references that are made in the state of São Paulo, since the late nineteenth century. Theanalysis takes into account the categories "knowledge to teach" and "knowledge for teach" coming from studiesthat combine the historical and educational development of teacher training. As research documents the studymakes use of textbooks and notebooks classes suitable for the work of teachers who teach mathematics. Thestudy results show that the passage of a secondary school culture for the establishment of a professionalqualification of teachers takes place in the knowledge objectified by the new materials, the notebooks classes.Such materials constitute pedagogical knowledge, knowledge for teach the "math for teach" as a professionalreference teacher who teaches mathematics.
publishDate 2017
dc.date.none.fl_str_mv 2017-08-31
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/8648206
10.20396/zet.v25i2.8648206
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8648206
identifier_str_mv 10.20396/zet.v25i2.8648206
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/8648206/16562
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8648206/20153
dc.rights.driver.fl_str_mv Copyright (c) 2017 Zetetike
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Zetetike
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/msword
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. 25 No. 2 (2017): maio/ago.; 254-264
Zetetike; Vol. 25 Núm. 2 (2017): maio/ago.; 254-264
Zetetike; v. 25 n. 2 (2017): maio/ago.; 254-264
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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