The challenges of training early childhood teachers using stories for teaching mathematics
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Roteiro (Joaçaba. Online) |
Texto Completo: | https://periodicos.unoesc.edu.br/roteiro/article/view/23794 |
Resumo: | Teacher training has been a challenge in recent decades for researchers in the field of Education, specifically when we focus our concerns with the continuing training of teachers in Early Childhood Education for teaching Mathematics, our concern becomes greater, given the scarcity of research in the area. Thus, our investigation analyzes a continuous formation of teachers of Infantile Education that had as formative process besides the specific study of the use of Children's Literature for the teaching of Mathematics, the development of creation of stories for their teaching. Our goal was to identify the knowledge of Early Childhood Education teachers in the process of creating a story for teaching mathematical content. The methodology used to carry out the training process was the Design Experiment and the theoretical framework used for the analysis was the Mathematics Teacher’s Specialized Knowledge - MTSK. Data collection took place through the application of a questionnaire and the performance of 5 teachers during the training process. In general, we identified that the formative process for the creation of stories promotes the teachers' reflection on the domains and subdomains of the MTSK, essential for a good performance in the classroom. We also consider it a challenge to provide different training actions for this segment of education. |
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The challenges of training early childhood teachers using stories for teaching mathematicsLos desafíos de capacitar a maestros de la primera infancia usando historias para enseñar matemáticasOs desafios em formar professores da educação infantil utilizando-se de histórias para o ensino de MatemáticaEducação matemáticaFormação de professoresEducação infantil e Literatura infantilEducación matemáticaFormación de profesoresEducación de la primera infancia y literatura infantilMathematical educationTeacher trainingEarly childhood education and children's literaturaTeacher training has been a challenge in recent decades for researchers in the field of Education, specifically when we focus our concerns with the continuing training of teachers in Early Childhood Education for teaching Mathematics, our concern becomes greater, given the scarcity of research in the area. Thus, our investigation analyzes a continuous formation of teachers of Infantile Education that had as formative process besides the specific study of the use of Children's Literature for the teaching of Mathematics, the development of creation of stories for their teaching. Our goal was to identify the knowledge of Early Childhood Education teachers in the process of creating a story for teaching mathematical content. The methodology used to carry out the training process was the Design Experiment and the theoretical framework used for the analysis was the Mathematics Teacher’s Specialized Knowledge - MTSK. Data collection took place through the application of a questionnaire and the performance of 5 teachers during the training process. In general, we identified that the formative process for the creation of stories promotes the teachers' reflection on the domains and subdomains of the MTSK, essential for a good performance in the classroom. We also consider it a challenge to provide different training actions for this segment of education.La capacitación de docentes ha sido un desafío en las últimas décadas para los investigadores en el campo de la educación, específicamente cuando enfocamos nuestras preocupaciones con la capacitación continua de docentes en educación infantil temprana para la enseñanza de las matemáticas, nuestra preocupación se vuelve mayor, dada la escasez de investigación en el área. Así, nuestra investigación analiza una formación continua de docentes de Educación Infantil que tuvo como proceso formativo además del estudio específico del uso de Literatura Infantil para la enseñanza de las Matemáticas, el desarrollo de la creación de cuentos para su enseñanza. Nuestro objetivo era identificar el conocimiento de los maestros de Educación Infantil en el proceso de crear una historia para enseñar contenido matemático. La metodología utilizada para llevar a cabo el proceso de capacitación fue el Experimento de diseño y el marco teórico utilizado para el análisis fue el Conocimiento especializado del maestro de matemáticas - MTSK. La recolección de datos se realizó mediante la aplicación de un cuestionario y el desempeño de 5 docentes durante el proceso de capacitación. En general, identificamos que el proceso formativo para la creación de historias promueve la reflexión de los maestros sobre los dominios y subdominios del MTSK, esencial para un buen desempeño en el aula. También consideramos un desafío proporcionar diferentes acciones de capacitación para este segmento de la educación. A formação de professores tem sido um desafio das últimas décadas aos pesquisadores da área de Educação, em específico quando focamos nossas preocupações com a formação continuada de professores da Educação Infantil para o ensino de Matemática, nossa inquietação tornar-se maior em virtude da escassez de pesquisas na área. Assim, nossa investigação analisa uma formação continuada de professores da Educação Infantil que tiveram como processo formativo, além do estudo específico do uso de Literatura infantil para o ensino de Matemática, o desenvolvimento de criação de histórias para o seu ensino. Nosso objetivo foi identificar o conhecimento de professores de Educação Infantil no processo de criação de uma história para o ensino de um conteúdo matemático. A metodologia utilizada para a realização do processo formativo foi o Design Experiment e o referencial teórico utilizado para a análise foi o Mathematics Teacher’s Specialised Knowledge – MTSK. A coleta de dados deu-se por meio de aplicação de questionário e o desempenho de 5 professoras durante o processo formativo. De modo geral, identificamos que o processo formativo para a criação de histórias promove a reflexão dos docentes sobre os domínios e subdomínios do MTSK, essenciais para que haja um bom desempenho em sala de aula. Consideramos ainda um desafio proporcionar diferentes ações formativas para esse segmento de ensino.Universidade do Oeste de Santa Catarina2021-02-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/2379410.18593/r.v46i.23794Roteiro; Vol. 46 (2021): Roteiro; e23794Roteiro; Vol. 46 (2021): Roteiro; e23794Roteiro; Vol. 46 (2021): Roteiro; e23794Roteiro; v. 46 (2021): Roteiro; e23794Roteiro; Vol. 46 (2021): Roteiro; e237942177-60590104-431110.18593/r.v46ireponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCporhttps://periodicos.unoesc.edu.br/roteiro/article/view/23794/16028https://periodicos.unoesc.edu.br/roteiro/article/view/23794/16029Copyright (c) 2020 Edvonete Souza de Alencar, Aldrin Ckeyde da Cunha, Patricia dos Santos de Jesushttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessAlencar, Edvonete Souza deCunha, Aldrin Ckeyde da Jesus, Patricia dos Santos de2022-08-16T12:20:29Zoai:ojs.periodicos.unoesc.edu.br:article/23794Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2022-08-16T12:20:29Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false |
dc.title.none.fl_str_mv |
The challenges of training early childhood teachers using stories for teaching mathematics Los desafíos de capacitar a maestros de la primera infancia usando historias para enseñar matemáticas Os desafios em formar professores da educação infantil utilizando-se de histórias para o ensino de Matemática |
title |
The challenges of training early childhood teachers using stories for teaching mathematics |
spellingShingle |
The challenges of training early childhood teachers using stories for teaching mathematics Alencar, Edvonete Souza de Educação matemática Formação de professores Educação infantil e Literatura infantil Educación matemática Formación de profesores Educación de la primera infancia y literatura infantil Mathematical education Teacher training Early childhood education and children's literatura |
title_short |
The challenges of training early childhood teachers using stories for teaching mathematics |
title_full |
The challenges of training early childhood teachers using stories for teaching mathematics |
title_fullStr |
The challenges of training early childhood teachers using stories for teaching mathematics |
title_full_unstemmed |
The challenges of training early childhood teachers using stories for teaching mathematics |
title_sort |
The challenges of training early childhood teachers using stories for teaching mathematics |
author |
Alencar, Edvonete Souza de |
author_facet |
Alencar, Edvonete Souza de Cunha, Aldrin Ckeyde da Jesus, Patricia dos Santos de |
author_role |
author |
author2 |
Cunha, Aldrin Ckeyde da Jesus, Patricia dos Santos de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Alencar, Edvonete Souza de Cunha, Aldrin Ckeyde da Jesus, Patricia dos Santos de |
dc.subject.por.fl_str_mv |
Educação matemática Formação de professores Educação infantil e Literatura infantil Educación matemática Formación de profesores Educación de la primera infancia y literatura infantil Mathematical education Teacher training Early childhood education and children's literatura |
topic |
Educação matemática Formação de professores Educação infantil e Literatura infantil Educación matemática Formación de profesores Educación de la primera infancia y literatura infantil Mathematical education Teacher training Early childhood education and children's literatura |
description |
Teacher training has been a challenge in recent decades for researchers in the field of Education, specifically when we focus our concerns with the continuing training of teachers in Early Childhood Education for teaching Mathematics, our concern becomes greater, given the scarcity of research in the area. Thus, our investigation analyzes a continuous formation of teachers of Infantile Education that had as formative process besides the specific study of the use of Children's Literature for the teaching of Mathematics, the development of creation of stories for their teaching. Our goal was to identify the knowledge of Early Childhood Education teachers in the process of creating a story for teaching mathematical content. The methodology used to carry out the training process was the Design Experiment and the theoretical framework used for the analysis was the Mathematics Teacher’s Specialized Knowledge - MTSK. Data collection took place through the application of a questionnaire and the performance of 5 teachers during the training process. In general, we identified that the formative process for the creation of stories promotes the teachers' reflection on the domains and subdomains of the MTSK, essential for a good performance in the classroom. We also consider it a challenge to provide different training actions for this segment of education. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-02-26 |
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://periodicos.unoesc.edu.br/roteiro/article/view/23794 10.18593/r.v46i.23794 |
url |
https://periodicos.unoesc.edu.br/roteiro/article/view/23794 |
identifier_str_mv |
10.18593/r.v46i.23794 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unoesc.edu.br/roteiro/article/view/23794/16028 https://periodicos.unoesc.edu.br/roteiro/article/view/23794/16029 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Edvonete Souza de Alencar, Aldrin Ckeyde da Cunha, Patricia dos Santos de Jesus https://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Edvonete Souza de Alencar, Aldrin Ckeyde da Cunha, Patricia dos Santos de Jesus https://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade do Oeste de Santa Catarina |
publisher.none.fl_str_mv |
Universidade do Oeste de Santa Catarina |
dc.source.none.fl_str_mv |
Roteiro; Vol. 46 (2021): Roteiro; e23794 Roteiro; Vol. 46 (2021): Roteiro; e23794 Roteiro; Vol. 46 (2021): Roteiro; e23794 Roteiro; v. 46 (2021): Roteiro; e23794 Roteiro; Vol. 46 (2021): Roteiro; e23794 2177-6059 0104-4311 10.18593/r.v46i reponame:Roteiro (Joaçaba. Online) instname:Universidade do Oeste de Santa Catarina (UNOESC) instacron:UNOESC |
instname_str |
Universidade do Oeste de Santa Catarina (UNOESC) |
instacron_str |
UNOESC |
institution |
UNOESC |
reponame_str |
Roteiro (Joaçaba. Online) |
collection |
Roteiro (Joaçaba. Online) |
repository.name.fl_str_mv |
Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC) |
repository.mail.fl_str_mv |
roteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br |
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