Continued training of Guarani teachers: a concept study about natural numbers

• Autor(a) principal: Barbosa, Gabriela dos Santos
• Data de Publicação: 2018
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zetetiké (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8650886
• topic: Indigenous education; Teacher training; Natural number; Concept study; Educação indígena; Formação de professores; Número natural; Estudo de conceito

This article focuses on the continuing education of Guarani teachers who teach mathematics in the initial yearsof Elementary School in the city of Maricá, Rio de Janeiro. The indigenous school should be bilingual,multicultural and differentiated, the research aims to contribute to the reflection on principles for teachingmathematics in indigenous schools and teacher training. It is a case study, based on the concept study model(Davis, 2010). According to this model, teachers share experiences in order to question their own knowledgeabout mathematical concepts and their teaching. Among the results, we highlight the teachers' understanding ofnumber construction as a process. In the end, the subjects of this research began to consider biunivocalcorrespondence, hierarchical ordering and inclusion as fundamental aspects of this process.Keywords: indigenous education; teacher training; natural number; concept study.