Continuing teacher education, professional development and mathematical knowledge in Childhood Education

Detalhes bibliográficos
Autor(a) principal: Stehling, Denise França
Data de Publicação: 2020
Outros Autores: Conti, Keli Cristina
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação Matemática Debate
Texto Completo: https://www.periodicos.unimontes.br/index.php/emd/article/view/2669
Resumo: The article seeks to present the results of a research developed within the scope of a professional master's degree in Education, from a Brazilian federal university. From the research, developed in a qualitative approach, we highlight here some reflections on the continuing education of teachers, professional development and mathematical knowledge in Early Childhood Education. And in this perspective, in order to highlight the mathematical and methodological knowledge and knowledge mobilized, recognized and re-signified by teachers when there is a study group, we chose to bring the records of the study practices Quantities and Measures. The field work plan and the information recording instruments include the formation of the group of teachers, the application of questionnaires in some moments, the periodic meetings of training, discussion, planning and registration. Analyze that the mathematical and methodological knowledge and knowledge were mobilized, and as other learnings such as curricular knowledge, during the constitution and continuity of the study group. Keywords: Mathematics Education. Teacher training. Professional development. Childhood education.
id UNIMONTES1_923455619ef6389a99674e27e267fde2
oai_identifier_str oai:ojs2.periodicos.unimontes.br:article/2669
network_acronym_str UNIMONTES1
network_name_str Educação Matemática Debate
repository_id_str
spelling Continuing teacher education, professional development and mathematical knowledge in Childhood EducationFormação continuada de professores, desenvolvimento profissional e conhecimento matemático na Educação InfantilThe article seeks to present the results of a research developed within the scope of a professional master's degree in Education, from a Brazilian federal university. From the research, developed in a qualitative approach, we highlight here some reflections on the continuing education of teachers, professional development and mathematical knowledge in Early Childhood Education. And in this perspective, in order to highlight the mathematical and methodological knowledge and knowledge mobilized, recognized and re-signified by teachers when there is a study group, we chose to bring the records of the study practices Quantities and Measures. The field work plan and the information recording instruments include the formation of the group of teachers, the application of questionnaires in some moments, the periodic meetings of training, discussion, planning and registration. Analyze that the mathematical and methodological knowledge and knowledge were mobilized, and as other learnings such as curricular knowledge, during the constitution and continuity of the study group. Keywords: Mathematics Education. Teacher training. Professional development. Childhood education.O artigo busca apresentar os resultados de uma pesquisa desenvolvida no âmbito de um mestrado profissional em Educação, de uma universidade federal brasileira. A partir da pesquisa, desenvolvida numa abordagem qualitativa, destacamos aqui algumas reflexões sobre a formação continuada de professores, o desenvolvimento profissional e o conhecimento matemático na Educação Infantil. Nessa perspectiva, com o objetivo de evidenciarmos os saberes e conhecimentos matemáticos e metodológicos mobilizados, reconhecidos e ressignificados por professoras quando se reúnem num grupo de estudos, optamos por trazer os registros das práticas envolvendo Grandezas e Medidas. O plano de trabalho de campo e os instrumentos de registros de informações compreenderam a formação do grupo de professoras, aplicação de questionários em alguns momentos, encontros periódicos de formação, discussão, planejamento e registro. Analisamos que os saberes e conhecimentos matemáticos e metodológicos foram mobilizados, e outras aprendizagens como conhecimento curricular, durante a constituição e continuidade do grupo de estudos. Palavras-chave: Educação Matemática. Formação continuada de professores. Desenvolvimento profissional. Educação Infantil.Editora Unimontes2020-07-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/266910.46551/emd.e202034Educação Matemática Debate; v. 4 n. 10 (2020): jan./dez.; 1-272526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/emd/article/view/2669/4386https://www.periodicos.unimontes.br/index.php/emd/article/view/2669/3062https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessStehling, Denise FrançaConti, Keli Cristina2023-10-08T16:42:13Zoai:ojs2.periodicos.unimontes.br:article/2669Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2023-10-08T16:42:13Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv Continuing teacher education, professional development and mathematical knowledge in Childhood Education
Formação continuada de professores, desenvolvimento profissional e conhecimento matemático na Educação Infantil
title Continuing teacher education, professional development and mathematical knowledge in Childhood Education
spellingShingle Continuing teacher education, professional development and mathematical knowledge in Childhood Education
Stehling, Denise França
title_short Continuing teacher education, professional development and mathematical knowledge in Childhood Education
title_full Continuing teacher education, professional development and mathematical knowledge in Childhood Education
title_fullStr Continuing teacher education, professional development and mathematical knowledge in Childhood Education
title_full_unstemmed Continuing teacher education, professional development and mathematical knowledge in Childhood Education
title_sort Continuing teacher education, professional development and mathematical knowledge in Childhood Education
author Stehling, Denise França
author_facet Stehling, Denise França
Conti, Keli Cristina
author_role author
author2 Conti, Keli Cristina
author2_role author
dc.contributor.author.fl_str_mv Stehling, Denise França
Conti, Keli Cristina
description The article seeks to present the results of a research developed within the scope of a professional master's degree in Education, from a Brazilian federal university. From the research, developed in a qualitative approach, we highlight here some reflections on the continuing education of teachers, professional development and mathematical knowledge in Early Childhood Education. And in this perspective, in order to highlight the mathematical and methodological knowledge and knowledge mobilized, recognized and re-signified by teachers when there is a study group, we chose to bring the records of the study practices Quantities and Measures. The field work plan and the information recording instruments include the formation of the group of teachers, the application of questionnaires in some moments, the periodic meetings of training, discussion, planning and registration. Analyze that the mathematical and methodological knowledge and knowledge were mobilized, and as other learnings such as curricular knowledge, during the constitution and continuity of the study group. Keywords: Mathematics Education. Teacher training. Professional development. Childhood education.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-27
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/2669
10.46551/emd.e202034
url https://www.periodicos.unimontes.br/index.php/emd/article/view/2669
identifier_str_mv 10.46551/emd.e202034
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/2669/4386
https://www.periodicos.unimontes.br/index.php/emd/article/view/2669/3062
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.; 1-27
2526-6136
reponame:Educação Matemática Debate
instname:Universidade Estadual de Montes Claros (UNIMONTES)
instacron:UNIMONTES
instname_str Universidade Estadual de Montes Claros (UNIMONTES)
instacron_str UNIMONTES
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)
repository.mail.fl_str_mv revista.emd@unimontes.br||
_version_ 1797174834930647040

Registros relacionados