Tasks for learning teachers who teach mathematics in the elementary school

Detalhes bibliográficos
Autor(a) principal: Barboza, Lilian Cristina de Souza
Data de Publicação: 2021
Outros Autores: Pazuch, Vinícius, Ribeiro, Alessandro Jacques
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8656716
Resumo: Using tasks for teacher learning is a fundamentally topic for research in teacher education. Thus, this paper aims to understand and explain how the construction of mathematical and didactical knowledge of teachers who teach mathematics at elementary school, in a formative process, on the different meanings of the equals sign, occurs. The research is qualitative-interpretative and data, documentary and audio records, come from a teacher education process developed with 6 teachers from a public school in São Paulo. Analyzes showed mobilization of mathematical and didactical knowledge, which was reorganized, developed and constructed, by the teachers through getting involved in this collective formative process of planning, developing and reflecting a mathematics lesson on the different meanings of equals sign. It is understood that such movements occurred through the use of professional learning tasks and the mediations and the teacher educator.
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spelling Tasks for learning teachers who teach mathematics in the elementary schoolTarefas para a aprendizagem de professores que ensinam matemática nos anos iniciaisContinuous educationAlgebraic thinkingEquals signMathematical and didactical knowledgeFormação continuadaPensamento algébricoSinal de igualdadeConhecimentos matemáticos e didáticosUsing tasks for teacher learning is a fundamentally topic for research in teacher education. Thus, this paper aims to understand and explain how the construction of mathematical and didactical knowledge of teachers who teach mathematics at elementary school, in a formative process, on the different meanings of the equals sign, occurs. The research is qualitative-interpretative and data, documentary and audio records, come from a teacher education process developed with 6 teachers from a public school in São Paulo. Analyzes showed mobilization of mathematical and didactical knowledge, which was reorganized, developed and constructed, by the teachers through getting involved in this collective formative process of planning, developing and reflecting a mathematics lesson on the different meanings of equals sign. It is understood that such movements occurred through the use of professional learning tasks and the mediations and the teacher educator.O uso de tarefas para a aprendizagem de professores é um tema de fundamental importância para investigação na formação de professores. Assim, objetivou-se neste artigo, compreender e explicar como ocorre a construção do conhecimento matemático e didático de professores que ensinam matemática nos anos iniciais em um processo formativo sobre os diferentes significados do sinal de igualdade. A pesquisa é qualitativa-interpretativa e os dados, documentais e em áudio, são provenientes de um processo formativo desenvolvido com 6 professoras de uma escola municipal de São Paulo. As análises mostraram a mobilização, a reorganização e a construção de conhecimentos matemáticos e didáticos por parte das professoras que, coletivamente, planejaram e desenvolveram uma aula de matemática contemplando o sinal de igualdade e, posteriormente, refletiram sobre ela. Entende-se que tais movimentos se deram por intermédio do uso das tarefas de aprendizagem profissional e pelas mediações da formadora.Universidade Estadual de Campinas2021-05-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/865671610.20396/zet.v29i00.8656716Zetetike; Vol. 29 (2021): Publicação Contínua; e021009Zetetike; Vol. 29 (2021): Publicação Contínua; e021009Zetetike; v. 29 (2021): Publicação Contínua; e0210092176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8656716/26803https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8656716/26804São Paulo; 21th CenturyBrasil; Século XXICopyright (c) 2021 Zetetikéhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessBarboza, Lilian Cristina de SouzaPazuch, ViníciusRibeiro, Alessandro Jacques2024-01-12T13:45:39Zoai:ojs.periodicos.sbu.unicamp.br:article/8656716Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-12T13:45:39Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Tasks for learning teachers who teach mathematics in the elementary school
Tarefas para a aprendizagem de professores que ensinam matemática nos anos iniciais
title Tasks for learning teachers who teach mathematics in the elementary school
spellingShingle Tasks for learning teachers who teach mathematics in the elementary school
Barboza, Lilian Cristina de Souza
Continuous education
Algebraic thinking
Equals sign
Mathematical and didactical knowledge
Formação continuada
Pensamento algébrico
Sinal de igualdade
Conhecimentos matemáticos e didáticos
title_short Tasks for learning teachers who teach mathematics in the elementary school
title_full Tasks for learning teachers who teach mathematics in the elementary school
title_fullStr Tasks for learning teachers who teach mathematics in the elementary school
title_full_unstemmed Tasks for learning teachers who teach mathematics in the elementary school
title_sort Tasks for learning teachers who teach mathematics in the elementary school
author Barboza, Lilian Cristina de Souza
author_facet Barboza, Lilian Cristina de Souza
Pazuch, Vinícius
Ribeiro, Alessandro Jacques
author_role author
author2 Pazuch, Vinícius
Ribeiro, Alessandro Jacques
author2_role author
author
dc.contributor.author.fl_str_mv Barboza, Lilian Cristina de Souza
Pazuch, Vinícius
Ribeiro, Alessandro Jacques
dc.subject.por.fl_str_mv Continuous education
Algebraic thinking
Equals sign
Mathematical and didactical knowledge
Formação continuada
Pensamento algébrico
Sinal de igualdade
Conhecimentos matemáticos e didáticos
topic Continuous education
Algebraic thinking
Equals sign
Mathematical and didactical knowledge
Formação continuada
Pensamento algébrico
Sinal de igualdade
Conhecimentos matemáticos e didáticos
description Using tasks for teacher learning is a fundamentally topic for research in teacher education. Thus, this paper aims to understand and explain how the construction of mathematical and didactical knowledge of teachers who teach mathematics at elementary school, in a formative process, on the different meanings of the equals sign, occurs. The research is qualitative-interpretative and data, documentary and audio records, come from a teacher education process developed with 6 teachers from a public school in São Paulo. Analyzes showed mobilization of mathematical and didactical knowledge, which was reorganized, developed and constructed, by the teachers through getting involved in this collective formative process of planning, developing and reflecting a mathematics lesson on the different meanings of equals sign. It is understood that such movements occurred through the use of professional learning tasks and the mediations and the teacher educator.
publishDate 2021
dc.date.none.fl_str_mv 2021-05-28
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/8656716
10.20396/zet.v29i00.8656716
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8656716
identifier_str_mv 10.20396/zet.v29i00.8656716
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/8656716/26803
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8656716/26804
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 São Paulo; 21th Century
Brasil; Século XXI
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; e021009
Zetetike; Vol. 29 (2021): Publicação Contínua; e021009
Zetetike; v. 29 (2021): Publicação Contínua; e021009
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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