Learning community of teachers who teach mathematics in the early years: a formative experience

Detalhes bibliográficos
Autor(a) principal: Mumbach, Simone
Data de Publicação: 2020
Outros Autores: Guidotti, Charles dos Santos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/1830
Resumo: This article presents the formative experience of a learning community of teachers who teach mathematics in the early years in order to study, discuss, reflect and understand the curricular changes proposed by the Gaucho Mathematical Curriculum Reference for this stage of schooling. The formative proposition is theoretically based on the understandings of the learning community (BRANDÃO, 2005; GALIAZZI et al., 2017; FREITAS, 2010). The community of teachers in training developed training activities in a synchronous and asynchronous way, through the Google Classroom, totaling 40 hours. Based on this experience, we assume that the continuing education of teachers in the community provides opportunities for discussions, reflections and sharing of experiences, enabling the improvement of teaching activities. Keywords: Learning community. Continuing teacher education. Mathematics. Initial Years. Curriculum.
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spelling Learning community of teachers who teach mathematics in the early years: a formative experienceComunidade aprendente de professores que ensinam Matemática nos anos iniciais: uma experiência formativaThis article presents the formative experience of a learning community of teachers who teach mathematics in the early years in order to study, discuss, reflect and understand the curricular changes proposed by the Gaucho Mathematical Curriculum Reference for this stage of schooling. The formative proposition is theoretically based on the understandings of the learning community (BRANDÃO, 2005; GALIAZZI et al., 2017; FREITAS, 2010). The community of teachers in training developed training activities in a synchronous and asynchronous way, through the Google Classroom, totaling 40 hours. Based on this experience, we assume that the continuing education of teachers in the community provides opportunities for discussions, reflections and sharing of experiences, enabling the improvement of teaching activities. Keywords: Learning community. Continuing teacher education. Mathematics. Initial Years. Curriculum.Este artigo apresenta a experiência formativa de uma comunidade aprendente de professores que ensinam Matemática nos Anos Iniciais no intuito de estudar, discutir, refletir e compreender as mudanças curriculares propostas pelo Referencial Curricular Gaúcho de Matemática para esta etapa da escolaridade. A proposição formativa fundamenta-se teoricamente nos entendimentos de comunidade aprendente (BRANDÃO, 2005; GALIAZZI et al., 2017; FREITAS, 2010). A comunidade de professores em formação desenvolveu atividades formativas de forma síncrona e assíncrona, por meio do Google Sala de Aula, totalizando 40 horas.  A partir dessa experiência, assumimos que a formação continuada de professores em comunidade oportuniza discussões, reflexões e partilha de experiências possibilitando o aperfeiçoamento da ação docente. Palavras-chave: Comunidade aprendente. Formação continuada de professores. Matemática. Anos Iniciais. Currículo.Editora Unimontes2020-04-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/183010.24116/emd.e202015Educação Matemática Debate; v. 4 n. 10 (2020): jan./dez.; 1-232526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/1830/4384https://www.periodicos.unimontes.br/index.php/emd/article/view/1830/2202https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessMumbach, SimoneGuidotti, Charles dos Santos2023-10-08T16:40:55Zoai:ojs2.periodicos.unimontes.br:article/1830Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2023-10-08T16:40:55Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv Learning community of teachers who teach mathematics in the early years: a formative experience
Comunidade aprendente de professores que ensinam Matemática nos anos iniciais: uma experiência formativa
title Learning community of teachers who teach mathematics in the early years: a formative experience
spellingShingle Learning community of teachers who teach mathematics in the early years: a formative experience
Mumbach, Simone
title_short Learning community of teachers who teach mathematics in the early years: a formative experience
title_full Learning community of teachers who teach mathematics in the early years: a formative experience
title_fullStr Learning community of teachers who teach mathematics in the early years: a formative experience
title_full_unstemmed Learning community of teachers who teach mathematics in the early years: a formative experience
title_sort Learning community of teachers who teach mathematics in the early years: a formative experience
author Mumbach, Simone
author_facet Mumbach, Simone
Guidotti, Charles dos Santos
author_role author
author2 Guidotti, Charles dos Santos
author2_role author
dc.contributor.author.fl_str_mv Mumbach, Simone
Guidotti, Charles dos Santos
description This article presents the formative experience of a learning community of teachers who teach mathematics in the early years in order to study, discuss, reflect and understand the curricular changes proposed by the Gaucho Mathematical Curriculum Reference for this stage of schooling. The formative proposition is theoretically based on the understandings of the learning community (BRANDÃO, 2005; GALIAZZI et al., 2017; FREITAS, 2010). The community of teachers in training developed training activities in a synchronous and asynchronous way, through the Google Classroom, totaling 40 hours. Based on this experience, we assume that the continuing education of teachers in the community provides opportunities for discussions, reflections and sharing of experiences, enabling the improvement of teaching activities. Keywords: Learning community. Continuing teacher education. Mathematics. Initial Years. Curriculum.
publishDate 2020
dc.date.none.fl_str_mv 2020-04-24
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://www.periodicos.unimontes.br/index.php/emd/article/view/1830
10.24116/emd.e202015
url https://www.periodicos.unimontes.br/index.php/emd/article/view/1830
identifier_str_mv 10.24116/emd.e202015
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/emd/article/view/1830/4384
https://www.periodicos.unimontes.br/index.php/emd/article/view/1830/2202
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Educação Matemática Debate; v. 4 n. 10 (2020): jan./dez.; 1-23
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
instacron:UNIMONTES
instname_str Universidade Estadual de Montes Claros (UNIMONTES)
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institution UNIMONTES
reponame_str Educação Matemática Debate
collection Educação Matemática Debate
repository.name.fl_str_mv Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)
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