Practice readings: an opening to the form-action of teachers who teach mathematics

Detalhes bibliográficos
Autor(a) principal: Mancini, Lidiane Conceição Monferino
Data de Publicação: 2021
Outros Autores: Mocrosky, Luciane Ferreira, Orlowski, Nelem, Kalinke, Marco Aurélio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661790
Resumo: In this article we expose aspects of a larger research, advised in Teacher’s Formation in Studies and Research Group (GEForProf). We investigated the practice readings of three teachers working in the Municipal Education System of Curitiba, guided by the question: "What is revealed about formation in the encounter between mathematics literacy teachers when they think about their practices?".  We tried to highlight ways of being a teacher through math literacy actions reflected in the daily teaching, trying to accommodate what was educational, considering the teachers' practices encounter. For this purpose, we present a methodological path and interpretations-comprehensions conducted according to the phenomenological approach. We conclude that the practice readings have shown themselves as a formative possibility for teachers who teach mathematics in the early years, which has the potential to have repercussions on the teaching action’s thinking, thus contributing to research and practices in the field of mathematical literacy.
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spelling Practice readings: an opening to the form-action of teachers who teach mathematicsLeituras de práticas: uma abertura à forma-ação de professores que ensinam matemáticaForma-açãoLeitura de práticaAlfabetização matemáticaForm-actionPractice readingsMathematical literacyIn this article we expose aspects of a larger research, advised in Teacher’s Formation in Studies and Research Group (GEForProf). We investigated the practice readings of three teachers working in the Municipal Education System of Curitiba, guided by the question: "What is revealed about formation in the encounter between mathematics literacy teachers when they think about their practices?".  We tried to highlight ways of being a teacher through math literacy actions reflected in the daily teaching, trying to accommodate what was educational, considering the teachers' practices encounter. For this purpose, we present a methodological path and interpretations-comprehensions conducted according to the phenomenological approach. We conclude that the practice readings have shown themselves as a formative possibility for teachers who teach mathematics in the early years, which has the potential to have repercussions on the teaching action’s thinking, thus contributing to research and practices in the field of mathematical literacy.Neste artigo expomos aspectos de uma pesquisa maior, orientada no Grupo de Estudos e Pesquisa em Formação de Professores (GEForProf). Investigamos leituras de práticas de três professoras atuantes na Rede Municipal de Ensino de Curitiba, tendo como guia a interrogação: “O que se descortina sobre formação no encontro entre alfabetizadoras em matemática ao pensarem sobre suas práticas?”. Procuramos destacar modos de ser professor pelas ações alfabetizadoras refletidas no cotidiano docente, buscando acolher o que se mostrou formativo, tendo em vista o encontro com as práticas das professoras. Para isso, apresentamos um percurso metodológico e interpretações-compreensões conduzidas segundo a abordagem fenomenológica. Concluímos que as leituras de práticas se mostraram como uma possibilidade formativa aos professores que ensinam matemática nos anos iniciais, que tem potencial de repercutir no pensar a ação docente, contribuindo, assim, com pesquisas e práticas no campo da alfabetização matemática.Universidade Estadual de Campinas2021-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/866179010.20396/zet.v29i00.8661790Zetetike; Vol. 29 (2021): Publicação Contínua; e021018Zetetike; Vol. 29 (2021): Publicação Contínua; e021018Zetetike; v. 29 (2021): Publicação Contínua; e0210182176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661790/26852https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661790/26853Brazil; ContemporanyBrasil; ContemporâneoCopyright (c) 2021 Zetetikéhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessMancini, Lidiane Conceição MonferinoMocrosky, Luciane FerreiraOrlowski, NelemKalinke, Marco Aurélio2024-01-12T15:00:31Zoai:ojs.periodicos.sbu.unicamp.br:article/8661790Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-12T15:00:31Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Practice readings: an opening to the form-action of teachers who teach mathematics
Leituras de práticas: uma abertura à forma-ação de professores que ensinam matemática
title Practice readings: an opening to the form-action of teachers who teach mathematics
spellingShingle Practice readings: an opening to the form-action of teachers who teach mathematics
Mancini, Lidiane Conceição Monferino
Forma-ação
Leitura de prática
Alfabetização matemática
Form-action
Practice readings
Mathematical literacy
title_short Practice readings: an opening to the form-action of teachers who teach mathematics
title_full Practice readings: an opening to the form-action of teachers who teach mathematics
title_fullStr Practice readings: an opening to the form-action of teachers who teach mathematics
title_full_unstemmed Practice readings: an opening to the form-action of teachers who teach mathematics
title_sort Practice readings: an opening to the form-action of teachers who teach mathematics
author Mancini, Lidiane Conceição Monferino
author_facet Mancini, Lidiane Conceição Monferino
Mocrosky, Luciane Ferreira
Orlowski, Nelem
Kalinke, Marco Aurélio
author_role author
author2 Mocrosky, Luciane Ferreira
Orlowski, Nelem
Kalinke, Marco Aurélio
author2_role author
author
author
dc.contributor.author.fl_str_mv Mancini, Lidiane Conceição Monferino
Mocrosky, Luciane Ferreira
Orlowski, Nelem
Kalinke, Marco Aurélio
dc.subject.por.fl_str_mv Forma-ação
Leitura de prática
Alfabetização matemática
Form-action
Practice readings
Mathematical literacy
topic Forma-ação
Leitura de prática
Alfabetização matemática
Form-action
Practice readings
Mathematical literacy
description In this article we expose aspects of a larger research, advised in Teacher’s Formation in Studies and Research Group (GEForProf). We investigated the practice readings of three teachers working in the Municipal Education System of Curitiba, guided by the question: "What is revealed about formation in the encounter between mathematics literacy teachers when they think about their practices?".  We tried to highlight ways of being a teacher through math literacy actions reflected in the daily teaching, trying to accommodate what was educational, considering the teachers' practices encounter. For this purpose, we present a methodological path and interpretations-comprehensions conducted according to the phenomenological approach. We conclude that the practice readings have shown themselves as a formative possibility for teachers who teach mathematics in the early years, which has the potential to have repercussions on the teaching action’s thinking, thus contributing to research and practices in the field of mathematical literacy.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-01
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/8661790
10.20396/zet.v29i00.8661790
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661790
identifier_str_mv 10.20396/zet.v29i00.8661790
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/8661790/26852
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661790/26853
dc.rights.driver.fl_str_mv Copyright (c) 2021 Zetetiké
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 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; Contemporany
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. 29 (2021): Publicação Contínua; e021018
Zetetike; Vol. 29 (2021): Publicação Contínua; e021018
Zetetike; v. 29 (2021): Publicação Contínua; e021018
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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