Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Zetetiké (Online) |
Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667881 |
Resumo: | This paper aims to present knowledge to teach and knowledge for teaching Mathematics present in the eight-module project named Didactics of Mathematics of the Logos Project II, which aims at qualifying high school lay teachers who were working in some regions of Brazil. The research was based on Cultural History which mobilized conceptions of Knowledge to Teach and Knowledge for Teaching in Teacher Education by Hofstetter and Schneuwly (2017, 2003); and Valente (2017, 2017a, 2007, 2004). We attempted to answer the following question: What mathematical knowledge and methodological guidelines were conveyed in the Logos Project? There are indications that there was an articulation between knowledge to teach and knowledge for teaching Mathematics in this course. Furthermore, we observed an interplay of three pedagogical trends: modern formalist, technicial and empirical-activist. Apparently, the teachers were in touch with the professional knowledge, enabling them to carry out the task of teaching mathematics. |
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Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project IIOs saberes matemáticos na formação do professor leigo: o currículo do projeto LOGOS IIProjeto Logos IISaberes a ensinarSaberes para ensinarProfessor leigoLogos project IILay teachersKnowledge to teachKnowledge for teachingThis paper aims to present knowledge to teach and knowledge for teaching Mathematics present in the eight-module project named Didactics of Mathematics of the Logos Project II, which aims at qualifying high school lay teachers who were working in some regions of Brazil. The research was based on Cultural History which mobilized conceptions of Knowledge to Teach and Knowledge for Teaching in Teacher Education by Hofstetter and Schneuwly (2017, 2003); and Valente (2017, 2017a, 2007, 2004). We attempted to answer the following question: What mathematical knowledge and methodological guidelines were conveyed in the Logos Project? There are indications that there was an articulation between knowledge to teach and knowledge for teaching Mathematics in this course. Furthermore, we observed an interplay of three pedagogical trends: modern formalist, technicial and empirical-activist. Apparently, the teachers were in touch with the professional knowledge, enabling them to carry out the task of teaching mathematics.O objetivo desse texto é apresentar os saberes a e para ensinar matemática, presentes nos oito módulos de Didática da Matemática do Projeto Logos II que visava habilitar, no nível de 2º Grau, professores leigos que estavam atuando em algumas regiões do Brasil. A pesquisa foi orientada pela História Cultural, mobilizou os conceitos de saberes a e para ensinar de Hofstetter e Schneuwly (2017, 2003); de Valente (2017, 2017a, 2007, 2004). Procuramos responder a seguinte questão: Quais saberes matemáticos e orientações metodológicas foram veiculados no Projeto Logos? Há indícios que nesse curso havia uma articulação entre os saberes a e para ensinar Matemática. Além disso, observamos uma interação de três tendências pedagógicas: formalista moderna, tecnicista e empírico-ativista. Ao que tudo indica, os professores tiveram contato com os saberes profissionais dando condições para realizar a tarefa de ensinar matemática.Universidade Estadual de Campinas2022-05-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/866788110.20396/zet.v30i00.8667881Zetetike; Vol. 30 (2022): Publicação Contínua; e022002Zetetike; Vol. 30 (2022): Publicação Contínua; e022002Zetetike; v. 30 (2022): Publicação Contínua; e0220022176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667881/28492https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667881/28493Brazil; Century XXBrasil; Século XXCopyright (c) 2022 Zetetikéhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCosta, Reginaldo Rodrigues daBezerra, Fabiane Aparecida de Almeida2024-01-16T16:04:06Zoai:ojs.periodicos.sbu.unicamp.br:article/8667881Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-16T16:04:06Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II Os saberes matemáticos na formação do professor leigo: o currículo do projeto LOGOS II |
title |
Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II |
spellingShingle |
Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II Costa, Reginaldo Rodrigues da Projeto Logos II Saberes a ensinar Saberes para ensinar Professor leigo Logos project II Lay teachers Knowledge to teach Knowledge for teaching |
title_short |
Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II |
title_full |
Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II |
title_fullStr |
Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II |
title_full_unstemmed |
Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II |
title_sort |
Knowledge Mathematics present in lay teacher education: curriculum of the LOGOS Project II |
author |
Costa, Reginaldo Rodrigues da |
author_facet |
Costa, Reginaldo Rodrigues da Bezerra, Fabiane Aparecida de Almeida |
author_role |
author |
author2 |
Bezerra, Fabiane Aparecida de Almeida |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Costa, Reginaldo Rodrigues da Bezerra, Fabiane Aparecida de Almeida |
dc.subject.por.fl_str_mv |
Projeto Logos II Saberes a ensinar Saberes para ensinar Professor leigo Logos project II Lay teachers Knowledge to teach Knowledge for teaching |
topic |
Projeto Logos II Saberes a ensinar Saberes para ensinar Professor leigo Logos project II Lay teachers Knowledge to teach Knowledge for teaching |
description |
This paper aims to present knowledge to teach and knowledge for teaching Mathematics present in the eight-module project named Didactics of Mathematics of the Logos Project II, which aims at qualifying high school lay teachers who were working in some regions of Brazil. The research was based on Cultural History which mobilized conceptions of Knowledge to Teach and Knowledge for Teaching in Teacher Education by Hofstetter and Schneuwly (2017, 2003); and Valente (2017, 2017a, 2007, 2004). We attempted to answer the following question: What mathematical knowledge and methodological guidelines were conveyed in the Logos Project? There are indications that there was an articulation between knowledge to teach and knowledge for teaching Mathematics in this course. Furthermore, we observed an interplay of three pedagogical trends: modern formalist, technicial and empirical-activist. Apparently, the teachers were in touch with the professional knowledge, enabling them to carry out the task of teaching mathematics. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-05 |
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/8667881 10.20396/zet.v30i00.8667881 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667881 |
identifier_str_mv |
10.20396/zet.v30i00.8667881 |
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/8667881/28492 https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667881/28493 |
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 |
Brazil; Century XX Brasil; Século XX |
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; e022002 Zetetike; Vol. 30 (2022): Publicação Contínua; e022002 Zetetike; v. 30 (2022): Publicação Contínua; e022002 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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1798329593255428096 |