Mathematical knowledge for teaching evidenced in prospective Mathematics teachers’ reflective writing

Detalhes bibliográficos
Autor(a) principal: Santos, Alisson Henrique dos
Data de Publicação: 2022
Outros Autores: Santos, Edilaine Regina dos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/31589
Resumo: This article presents results of an investigation that aimed to identify Mathematical Knowledge for the Teaching of future Mathematics teachers evidenced in reflective writing. Conducted from a qualitative and interpretive perspective, the referred research took a look at reflective writings of future mathematics teachers. The analyzis were based on considerations about Reflective Writing and its contributions to teacher training, and Mathematical Knowledge for the Teaching of Ball, Thames and Phelps (2008). Through them, it was possible to identify, among others, that the undergraduates have reflected on their future as Mathematics teachers, indicating possible difficulties or opportunities to apply the strategies recognized in classes; presented some difficulty / failure / weakness in relation to its content or teaching, indicating a possible cause and possibility in how they could overcome them; to build an inventory of actions present in the reflective writings of the undergraduate students, which made it possible to identify Mathematical Knowledge for Teaching.
id UNIFEI_534463449dd0b1703d7b0e20da5044b8
oai_identifier_str oai:ojs.pkp.sfu.ca:article/31589
network_acronym_str UNIFEI
network_name_str Research, Society and Development
repository_id_str
spelling Mathematical knowledge for teaching evidenced in prospective Mathematics teachers’ reflective writingConocimientos matemáticos para la enseñanza evidenciados en escritos reflexivos de futuros profesores de matemáticasConhecimentos matemáticos para o ensino evidenciados em escritas reflexivas de futuros professores de MatemáticaMathematics EducationMathematics Teacher EducationReflective WritingMathematical Knowledge for Teaching.Educación matemáticaFormación para profesores de matemáticasEscritura reflexivaConocimiento matemático para la enseñanza.Educação MatemáticaFormação de Professores de MatemáticaEscrita ReflexivaConhecimentos Matemáticos para o Ensino.This article presents results of an investigation that aimed to identify Mathematical Knowledge for the Teaching of future Mathematics teachers evidenced in reflective writing. Conducted from a qualitative and interpretive perspective, the referred research took a look at reflective writings of future mathematics teachers. The analyzis were based on considerations about Reflective Writing and its contributions to teacher training, and Mathematical Knowledge for the Teaching of Ball, Thames and Phelps (2008). Through them, it was possible to identify, among others, that the undergraduates have reflected on their future as Mathematics teachers, indicating possible difficulties or opportunities to apply the strategies recognized in classes; presented some difficulty / failure / weakness in relation to its content or teaching, indicating a possible cause and possibility in how they could overcome them; to build an inventory of actions present in the reflective writings of the undergraduate students, which made it possible to identify Mathematical Knowledge for Teaching.Este artículo presenta los resultados de una investigación con uno de sus objetivos identificar los Conocimiento Matemáticos para la Enseñanza de los futuros profesores de Matemática evidenciados en escritos reflexivos. Realizada en una perspectiva cualitativa e interpretativa, la investigación abordó los escritos reflexivos de los futuros profesores de matemáticas. Los análisis de los registros reflexivos de los estudiantes de grado, producidos en un cuaderno, se basaron en las consideraciones sobre el Conocimiento Matemático para la Enseñanza de Ball, Thames y Phelps (2008). A través de ellos, fue posible identificar, entre otros, que los estudiantes de grado reflexionaron sobre su futuro como docentes de Matemática, indicando posibles dificultades u oportunidades para aplicar las estrategias reconocidas en las clases; presentaron alguna dificultad/fallo/debilidad en relación con el contenido o su enseñanza, indicando una posible causa y posibilidad sobre cómo podrían superarlos; construir un inventario de acciones presentes en los escritos reflexivos de los estudiantes de grado que posibilitaron la identificación del Conocimiento Matemático para la Enseñanza.Este artigo apresenta resultados de uma investigação que teve como um de seus objetivos identificar Conhecimentos Matemáticos para o Ensino de futuros professores de Matemática evidenciados em escritas reflexivas. Realizada sob uma perspectiva qualitativa e interpretativa a pesquisa lançou um olhar para escritas reflexivas de futuros professores de Matemática. As análises dos registros reflexivos dos licenciandos, produzidos em um caderno, foram pautadas em considerações a respeito de Conhecimentos Matemáticos para o Ensino de Ball, Thames e Phelps (2008). Por meio delas, foi possível identificar, dentre outros, que os licenciandos refletiram sobre seu futuro como professores de Matemática, indicando possíveis dificuldades ou oportunidades para aplicar as estratégias reconhecidas nas aulas; apresentaram alguma dificuldade/falha/fraqueza em relação ao conteúdo ou ao ensino deste indicando uma possível causa e possibilidade em como poderiam superá-las; construir um inventário de ações presentes nas escritas reflexivas dos licenciandos que oportunizou a identificação dos Conhecimentos Matemáticos para o Ensino.Research, Society and Development2022-07-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3158910.33448/rsd-v11i9.31589Research, Society and Development; Vol. 11 No. 9; e13111931589Research, Society and Development; Vol. 11 Núm. 9; e13111931589Research, Society and Development; v. 11 n. 9; e131119315892525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/31589/26989Copyright (c) 2022 Alisson Henrique dos Santos; Edilaine Regina dos Santoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Alisson Henrique dosSantos, Edilaine Regina dos2022-07-21T12:36:16Zoai:ojs.pkp.sfu.ca:article/31589Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:47:52.780893Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Mathematical knowledge for teaching evidenced in prospective Mathematics teachers’ reflective writing
Conocimientos matemáticos para la enseñanza evidenciados en escritos reflexivos de futuros profesores de matemáticas
Conhecimentos matemáticos para o ensino evidenciados em escritas reflexivas de futuros professores de Matemática
title Mathematical knowledge for teaching evidenced in prospective Mathematics teachers’ reflective writing
spellingShingle Mathematical knowledge for teaching evidenced in prospective Mathematics teachers’ reflective writing
Santos, Alisson Henrique dos
Mathematics Education
Mathematics Teacher Education
Reflective Writing
Mathematical Knowledge for Teaching.
Educación matemática
Formación para profesores de matemáticas
Escritura reflexiva
Conocimiento matemático para la enseñanza.
Educação Matemática
Formação de Professores de Matemática
Escrita Reflexiva
Conhecimentos Matemáticos para o Ensino.
title_short Mathematical knowledge for teaching evidenced in prospective Mathematics teachers’ reflective writing
title_full Mathematical knowledge for teaching evidenced in prospective Mathematics teachers’ reflective writing
title_fullStr Mathematical knowledge for teaching evidenced in prospective Mathematics teachers’ reflective writing
title_full_unstemmed Mathematical knowledge for teaching evidenced in prospective Mathematics teachers’ reflective writing
title_sort Mathematical knowledge for teaching evidenced in prospective Mathematics teachers’ reflective writing
author Santos, Alisson Henrique dos
author_facet Santos, Alisson Henrique dos
Santos, Edilaine Regina dos
author_role author
author2 Santos, Edilaine Regina dos
author2_role author
dc.contributor.author.fl_str_mv Santos, Alisson Henrique dos
Santos, Edilaine Regina dos
dc.subject.por.fl_str_mv Mathematics Education
Mathematics Teacher Education
Reflective Writing
Mathematical Knowledge for Teaching.
Educación matemática
Formación para profesores de matemáticas
Escritura reflexiva
Conocimiento matemático para la enseñanza.
Educação Matemática
Formação de Professores de Matemática
Escrita Reflexiva
Conhecimentos Matemáticos para o Ensino.
topic Mathematics Education
Mathematics Teacher Education
Reflective Writing
Mathematical Knowledge for Teaching.
Educación matemática
Formación para profesores de matemáticas
Escritura reflexiva
Conocimiento matemático para la enseñanza.
Educação Matemática
Formação de Professores de Matemática
Escrita Reflexiva
Conhecimentos Matemáticos para o Ensino.
description This article presents results of an investigation that aimed to identify Mathematical Knowledge for the Teaching of future Mathematics teachers evidenced in reflective writing. Conducted from a qualitative and interpretive perspective, the referred research took a look at reflective writings of future mathematics teachers. The analyzis were based on considerations about Reflective Writing and its contributions to teacher training, and Mathematical Knowledge for the Teaching of Ball, Thames and Phelps (2008). Through them, it was possible to identify, among others, that the undergraduates have reflected on their future as Mathematics teachers, indicating possible difficulties or opportunities to apply the strategies recognized in classes; presented some difficulty / failure / weakness in relation to its content or teaching, indicating a possible cause and possibility in how they could overcome them; to build an inventory of actions present in the reflective writings of the undergraduate students, which made it possible to identify Mathematical Knowledge for Teaching.
publishDate 2022
dc.date.none.fl_str_mv 2022-07-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/31589
10.33448/rsd-v11i9.31589
url https://rsdjournal.org/index.php/rsd/article/view/31589
identifier_str_mv 10.33448/rsd-v11i9.31589
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/31589/26989
dc.rights.driver.fl_str_mv Copyright (c) 2022 Alisson Henrique dos Santos; Edilaine Regina dos Santos
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Alisson Henrique dos Santos; Edilaine Regina dos Santos
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 9; e13111931589
Research, Society and Development; Vol. 11 Núm. 9; e13111931589
Research, Society and Development; v. 11 n. 9; e13111931589
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052716400246784

Registros relacionados