Beginning teachers in a collaborative group: reflextion inputs for teaching geometry

• Autor(a) principal: Ciríaco, Klinger Teodoro
• Data de Publicação: 2016
• Outros Autores: Morelatti, Maria Raquel Miotto, 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/8646521
• topic: Beginning teaching; Geometry teaching; Reflection on the practice; Iniciação à docência; Ensino de geometria; Reflexão sobre a prática; Classificação de formas geométricas

This article analyzes the degree to which interactions in a collaborative group, consisting of beginning teachers,contributes to the teaching of learning in mathematics. The methodology is inserted at the field of qualitativestudy of collaborative nature. It was based on two episodes of videos of mathematics classes approaching theclassification of geometrical forms for children education and at the first levels of Elementary School. Theinteraction developed at the group was analyzed and we described how the reflection about the teaching practiceand the exchanging of experiences contribute to the development of the teacher’s knowledge. The result showthat the collaborative experience made it possible the identification of conceptual gaps resulting from the preservice teacher education program, and it unleashed issues at the scope of collaboration, what led the group toformulate pertinent principles for the approaching of this topic in their next classes.