A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics

Detalhes bibliográficos
Autor(a) principal: Ribeiro, Alessandro Jacques
Data de Publicação: 2020
Outros Autores: Ponte, João Pedro da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8659072
Resumo: Understanding how teacher learning is constituted is an important research area in teacher education with many open questions to be investigated yet. Thereby, in this paper, we present a theoretical model whose main purpose is to enable the design of teacher education programs as well as to guide the understanding of professional learning opportunities for teachers. Based on our research outcomes on teaching and learning algebra and on a literature review, we describe how the model was elaborated and bring some illustrative situations to indicate the model “in action” throughout the teacher education process. The architecture of the program enabled teachers to experience professional learning opportunities linked to mathematical and didactical knowledge regarding patterns and regularities, as well as the opportunity to learn from and with each other, overcoming the isolation caused by daily work in their schools and leading them to explore practices close to their own school reality.
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spelling A theoretical model for organizing and understanding teacher learning opportunities to teach mathematicsUm modelo teórico para organizar e compreender as oportunidades de aprendizagem de professores para ensinar matemáticaTeacher learningProfessional learning tasksTheoretical modelTeacher educationAprendizagem dos professoresTarefas de aprendizagem profissionalModelo teóricoFormação de professoresUnderstanding how teacher learning is constituted is an important research area in teacher education with many open questions to be investigated yet. Thereby, in this paper, we present a theoretical model whose main purpose is to enable the design of teacher education programs as well as to guide the understanding of professional learning opportunities for teachers. Based on our research outcomes on teaching and learning algebra and on a literature review, we describe how the model was elaborated and bring some illustrative situations to indicate the model “in action” throughout the teacher education process. The architecture of the program enabled teachers to experience professional learning opportunities linked to mathematical and didactical knowledge regarding patterns and regularities, as well as the opportunity to learn from and with each other, overcoming the isolation caused by daily work in their schools and leading them to explore practices close to their own school reality.Compreender como se constitui a aprendizagem de professores é uma importante área de pesquisa na formação de professores, com muitas questões em aberto a serem ainda investigadas. Assim, neste artigo, apresentamos um modelo teórico cujo principal objetivo é permitir o desenho de programas de formação de professores, bem como orientar a compreensão das oportunidades de aprendizagem profissional para os professores. Com base em nossos resultados de pesquisa em ensino e aprendizagem de álgebra e em uma revisão de literatura, descrevemos como o modelo foi elaborado e trazemos algumas situações ilustrativas para indicar o modelo “em ação” durante todo o processo de formação de professores. A arquitetura do programa permitiu que os professores experimentassem oportunidades de aprendizagem profissional vinculadas a conhecimentos matemáticos e didáticos sobre padrões e regularidades, bem como a oportunidade de aprender uns com os outros, superando o isolamento causado pelo trabalho diário em suas escolas e levando-os a explorar práticas próximas à própria realidade escolar.Universidade Estadual de Campinas2020-12-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/865907210.20396/zet.v28i0.8659072Zetetike; Vol. 28 (2020): Publicação Contínua; e020027Zetetike; Vol. 28 (2020): Publicação Contínua; e020027Zetetike; v. 28 (2020): Publicação Contínua; e0200272176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8659072/25615https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8659072/25616Brazil; ContemporaryBrasil; ContemporâneoCopyright (c) 2020 Dario Fiorentinihttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessRibeiro, Alessandro JacquesPonte, João Pedro da2024-01-11T12:37:10Zoai:ojs.periodicos.sbu.unicamp.br:article/8659072Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-11T12:37:10Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
Um modelo teórico para organizar e compreender as oportunidades de aprendizagem de professores para ensinar matemática
title A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
spellingShingle A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
Ribeiro, Alessandro Jacques
Teacher learning
Professional learning tasks
Theoretical model
Teacher education
Aprendizagem dos professores
Tarefas de aprendizagem profissional
Modelo teórico
Formação de professores
title_short A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
title_full A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
title_fullStr A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
title_full_unstemmed A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
title_sort A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
author Ribeiro, Alessandro Jacques
author_facet Ribeiro, Alessandro Jacques
Ponte, João Pedro da
author_role author
author2 Ponte, João Pedro da
author2_role author
dc.contributor.author.fl_str_mv Ribeiro, Alessandro Jacques
Ponte, João Pedro da
dc.subject.por.fl_str_mv Teacher learning
Professional learning tasks
Theoretical model
Teacher education
Aprendizagem dos professores
Tarefas de aprendizagem profissional
Modelo teórico
Formação de professores
topic Teacher learning
Professional learning tasks
Theoretical model
Teacher education
Aprendizagem dos professores
Tarefas de aprendizagem profissional
Modelo teórico
Formação de professores
description Understanding how teacher learning is constituted is an important research area in teacher education with many open questions to be investigated yet. Thereby, in this paper, we present a theoretical model whose main purpose is to enable the design of teacher education programs as well as to guide the understanding of professional learning opportunities for teachers. Based on our research outcomes on teaching and learning algebra and on a literature review, we describe how the model was elaborated and bring some illustrative situations to indicate the model “in action” throughout the teacher education process. The architecture of the program enabled teachers to experience professional learning opportunities linked to mathematical and didactical knowledge regarding patterns and regularities, as well as the opportunity to learn from and with each other, overcoming the isolation caused by daily work in their schools and leading them to explore practices close to their own school reality.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-04
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/8659072
10.20396/zet.v28i0.8659072
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8659072
identifier_str_mv 10.20396/zet.v28i0.8659072
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/8659072/25615
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8659072/25616
dc.rights.driver.fl_str_mv Copyright (c) 2020 Dario Fiorentini
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Dario Fiorentini
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; 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. 28 (2020): Publicação Contínua; e020027
Zetetike; Vol. 28 (2020): Publicação Contínua; e020027
Zetetike; v. 28 (2020): Publicação Contínua; e020027
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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