The scientific language of mathematics teachers in teacher education activity

Detalhes bibliográficos
Autor(a) principal: Scheller, Morgana
Data de Publicação: 2020
Outros Autores: Bonotto, Danusa de Lara, Madruga, Zulma Elizabete de Freitas, Chamoso-Sánchez, José Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8654144
Resumo: This research analyzes the Scientific Language (LC) in texts written by math teachers in a teacher education activity with Mathematical Modelling (MM). The data were compiled by questioning 19 teachers who teach mathematics in the final years of elementary and high school, participants in a continuing education project. To analyze the use/appropriation of LC of teachers and the contribution of ideas of their linguistic capacity, it is based on Halliday and Biembengut and evaluates: conceptual appropriation, lexical aspects, nominalizations and style of textual sequence. The results indicate that these teachers, in general, have conceptual mastery of MM. Although they use lexical items, referential terms and reduced grammatical metaphors, they write their texts with varied styles predominating narrative versions of description and/or explanation. It is concluded that although there has been a high level of conceptual appropriation, they have little linguistic mastery of LC.
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spelling The scientific language of mathematics teachers in teacher education activityEl lenguaje científico de los profesores de matemáticas en la actividad de educación continuaA linguagem científica de professores de matemática em atividade de formação continuadaTeacher educationWritten languageModelling in educationFormação continuadaLinguagem escritaModelagem na educaçãoFormación de profesoresLengua escritaModelado en educaciónThis research analyzes the Scientific Language (LC) in texts written by math teachers in a teacher education activity with Mathematical Modelling (MM). The data were compiled by questioning 19 teachers who teach mathematics in the final years of elementary and high school, participants in a continuing education project. To analyze the use/appropriation of LC of teachers and the contribution of ideas of their linguistic capacity, it is based on Halliday and Biembengut and evaluates: conceptual appropriation, lexical aspects, nominalizations and style of textual sequence. The results indicate that these teachers, in general, have conceptual mastery of MM. Although they use lexical items, referential terms and reduced grammatical metaphors, they write their texts with varied styles predominating narrative versions of description and/or explanation. It is concluded that although there has been a high level of conceptual appropriation, they have little linguistic mastery of LC.Esta investigación analiza el Lenguaje Científico (LC) en textos escritos de profesores de matemáticas en una tarea de formación continua con Modelado Matemático (MM). Los datos se constituyeron al cuestionar a 19 profesores que imparten matemáticas en los últimos años de primaria y secundaria, participantes en un proyecto de educación continua. Para analizar el uso y apropiación de la LC por parte de los docentes y el aporte de ideas de su habilidad lingüística, se basa en Halliday y Biembengut y se evalúa: apropiación conceptual, aspectos léxicos, nominalizaciones y estilo secuencial textual. Los resultados indican que estos docentes, en general, tienen dominio conceptual de MM. Aunque utilizan elementos léxicos, términos referenciales y metáforas gramaticales reducidas, escriben sus textos con estilos variados, predominantemente versiones narrativas de descripción y / o explicación. Se concluye que, si bien hubo un alto nivel de apropiación conceptual, tienen un dominio lingüístico reducido relacionado con la CL.Esta pesquisa analisa a Linguagem Científica (LC) em textos escritos de professores de matemática em tarefa de formação continuada com Modelagem Matemática (MM). Os dados foram constituídos mediante questionamento a 19 professores que lecionam Matemática nos anos finais do Ensino Fundamental e no Ensino Médio, participantes de projeto de formação continuada. Para analisar o uso e a apropriação de LC pelos professores e o aporte de ideias de sua capacidade linguística, pauta-se em Halliday e Biembengut e avaliam-se: apropriação conceitual, aspectos léxicos, nominalizações e estilo de sequência textual. Os resultados indicam que esses professores, em geral, possuem domínio conceitual de MM. Embora utilizem itens lexicais, termos referenciais e reduzidas metáforas gramaticais, escrevem seus textos com estilos variados, predominando versões narrativizadas de descrição e/ou explicação. Conclui-se que, embora tenha ocorrido elevado nível de apropriação conceitual, possuem reduzido domínio linguístico relativo à LC.Universidade Estadual de Campinas2020-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/865414410.20396/zet.v28i0.8654144Zetetike; Vol. 28 (2020): Publicação Contínua; e020024Zetetike; Vol. 28 (2020): Publicação Contínua; e020024Zetetike; v. 28 (2020): Publicação Contínua; e0200242176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8654144/23013https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8654144/23014Brazil; ContemporaryBrasil; ContemporáneoBrasil; ContemporâneoCopyright (c) 2020 Zetetikehttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessScheller, MorganaBonotto, Danusa de LaraMadruga, Zulma Elizabete de FreitasChamoso-Sánchez, José Maria2024-01-11T12:01:27Zoai:ojs.periodicos.sbu.unicamp.br:article/8654144Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-11T12:01:27Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv The scientific language of mathematics teachers in teacher education activity
El lenguaje científico de los profesores de matemáticas en la actividad de educación continua
A linguagem científica de professores de matemática em atividade de formação continuada
title The scientific language of mathematics teachers in teacher education activity
spellingShingle The scientific language of mathematics teachers in teacher education activity
Scheller, Morgana
Teacher education
Written language
Modelling in education
Formação continuada
Linguagem escrita
Modelagem na educação
Formación de profesores
Lengua escrita
Modelado en educación
title_short The scientific language of mathematics teachers in teacher education activity
title_full The scientific language of mathematics teachers in teacher education activity
title_fullStr The scientific language of mathematics teachers in teacher education activity
title_full_unstemmed The scientific language of mathematics teachers in teacher education activity
title_sort The scientific language of mathematics teachers in teacher education activity
author Scheller, Morgana
author_facet Scheller, Morgana
Bonotto, Danusa de Lara
Madruga, Zulma Elizabete de Freitas
Chamoso-Sánchez, José Maria
author_role author
author2 Bonotto, Danusa de Lara
Madruga, Zulma Elizabete de Freitas
Chamoso-Sánchez, José Maria
author2_role author
author
author
dc.contributor.author.fl_str_mv Scheller, Morgana
Bonotto, Danusa de Lara
Madruga, Zulma Elizabete de Freitas
Chamoso-Sánchez, José Maria
dc.subject.por.fl_str_mv Teacher education
Written language
Modelling in education
Formação continuada
Linguagem escrita
Modelagem na educação
Formación de profesores
Lengua escrita
Modelado en educación
topic Teacher education
Written language
Modelling in education
Formação continuada
Linguagem escrita
Modelagem na educação
Formación de profesores
Lengua escrita
Modelado en educación
description This research analyzes the Scientific Language (LC) in texts written by math teachers in a teacher education activity with Mathematical Modelling (MM). The data were compiled by questioning 19 teachers who teach mathematics in the final years of elementary and high school, participants in a continuing education project. To analyze the use/appropriation of LC of teachers and the contribution of ideas of their linguistic capacity, it is based on Halliday and Biembengut and evaluates: conceptual appropriation, lexical aspects, nominalizations and style of textual sequence. The results indicate that these teachers, in general, have conceptual mastery of MM. Although they use lexical items, referential terms and reduced grammatical metaphors, they write their texts with varied styles predominating narrative versions of description and/or explanation. It is concluded that although there has been a high level of conceptual appropriation, they have little linguistic mastery of LC.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
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/8654144
10.20396/zet.v28i0.8654144
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8654144
identifier_str_mv 10.20396/zet.v28i0.8654144
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/8654144/23013
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8654144/23014
dc.rights.driver.fl_str_mv Copyright (c) 2020 Zetetike
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Zetetike
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; Contemporáneo
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; e020024
Zetetike; Vol. 28 (2020): Publicação Contínua; e020024
Zetetike; v. 28 (2020): Publicação Contínua; e020024
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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