Mathematical Abilities in Problem-Solving: analysis of pre-service teachers’ understanding
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/1980-4415v36n74a09 http://hdl.handle.net/11449/246659 |
Resumo: | The aim of this article is to analyze pre-service mathematics teachers’ understanding of mathematical abilities (MA) in problem-solving. We conducted a qualitative and interpretive study with 15 prospective mathematics teachers from a public state university, who experienced a training course on mathematics teaching through problem-solving. The data were collected through the students' records and audio recordings during the classes. The results showed that, initially, few participants understood what a mathematical ability was, and that there was a failure to differentiate some MA from mathematical knowledge. Throughout the training, the understanding of MA in problem solving broadened, according to their teaching proposals. We conclude that it is important to address this differentiation during initial and continuing education, as well as contextualized situations to favor the development and understanding of MA in problem solving. |
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Mathematical Abilities in Problem-Solving: analysis of pre-service teachers’ understandingHabilidades Matemáticas na Resolução de Problemas: análise da compreensão de futuros professoresInitial TrainingMathematical KnowledgePedagogicalTeaching MathematicsThe aim of this article is to analyze pre-service mathematics teachers’ understanding of mathematical abilities (MA) in problem-solving. We conducted a qualitative and interpretive study with 15 prospective mathematics teachers from a public state university, who experienced a training course on mathematics teaching through problem-solving. The data were collected through the students' records and audio recordings during the classes. The results showed that, initially, few participants understood what a mathematical ability was, and that there was a failure to differentiate some MA from mathematical knowledge. Throughout the training, the understanding of MA in problem solving broadened, according to their teaching proposals. We conclude that it is important to address this differentiation during initial and continuing education, as well as contextualized situations to favor the development and understanding of MA in problem solving.Doutor na área de Ensino de Ciências e Matemática pela Universidade Estadual Paulista (UNESP) Departamento de Matemática e do Programa de Pós-Graduação em Educação para a Ciência e a Matemática da Universidade Estadual de Maringá (UEM), ParanáDoutor na área de Ensino de Ciências e Matemática pela Universidade Estadual Paulista (UNESP) Departamento de Matemática e do Programa de Pós-Graduação em Educação para a Ciência e a Matemática da Universidade Estadual de Maringá (UEM), ParanáUniversidade Estadual Paulista (UNESP)de Proença, Marcelo Carlos [UNESP]2023-07-29T12:47:02Z2023-07-29T12:47:02Z2022-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article1135-1157http://dx.doi.org/10.1590/1980-4415v36n74a09Bolema - Mathematics Education Bulletin, v. 36, n. 74, p. 1135-1157, 2022.1980-44150103-636Xhttp://hdl.handle.net/11449/24665910.1590/1980-4415v36n74a092-s2.0-85146383724Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporBolema - Mathematics Education Bulletininfo:eu-repo/semantics/openAccess2023-07-29T12:47:02Zoai:repositorio.unesp.br:11449/246659Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462023-07-29T12:47:02Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Mathematical Abilities in Problem-Solving: analysis of pre-service teachers’ understanding Habilidades Matemáticas na Resolução de Problemas: análise da compreensão de futuros professores |
title |
Mathematical Abilities in Problem-Solving: analysis of pre-service teachers’ understanding |
spellingShingle |
Mathematical Abilities in Problem-Solving: analysis of pre-service teachers’ understanding de Proença, Marcelo Carlos [UNESP] Initial Training Mathematical Knowledge Pedagogical Teaching Mathematics |
title_short |
Mathematical Abilities in Problem-Solving: analysis of pre-service teachers’ understanding |
title_full |
Mathematical Abilities in Problem-Solving: analysis of pre-service teachers’ understanding |
title_fullStr |
Mathematical Abilities in Problem-Solving: analysis of pre-service teachers’ understanding |
title_full_unstemmed |
Mathematical Abilities in Problem-Solving: analysis of pre-service teachers’ understanding |
title_sort |
Mathematical Abilities in Problem-Solving: analysis of pre-service teachers’ understanding |
author |
de Proença, Marcelo Carlos [UNESP] |
author_facet |
de Proença, Marcelo Carlos [UNESP] |
author_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (UNESP) |
dc.contributor.author.fl_str_mv |
de Proença, Marcelo Carlos [UNESP] |
dc.subject.por.fl_str_mv |
Initial Training Mathematical Knowledge Pedagogical Teaching Mathematics |
topic |
Initial Training Mathematical Knowledge Pedagogical Teaching Mathematics |
description |
The aim of this article is to analyze pre-service mathematics teachers’ understanding of mathematical abilities (MA) in problem-solving. We conducted a qualitative and interpretive study with 15 prospective mathematics teachers from a public state university, who experienced a training course on mathematics teaching through problem-solving. The data were collected through the students' records and audio recordings during the classes. The results showed that, initially, few participants understood what a mathematical ability was, and that there was a failure to differentiate some MA from mathematical knowledge. Throughout the training, the understanding of MA in problem solving broadened, according to their teaching proposals. We conclude that it is important to address this differentiation during initial and continuing education, as well as contextualized situations to favor the development and understanding of MA in problem solving. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-01 2023-07-29T12:47:02Z 2023-07-29T12:47:02Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/1980-4415v36n74a09 Bolema - Mathematics Education Bulletin, v. 36, n. 74, p. 1135-1157, 2022. 1980-4415 0103-636X http://hdl.handle.net/11449/246659 10.1590/1980-4415v36n74a09 2-s2.0-85146383724 |
url |
http://dx.doi.org/10.1590/1980-4415v36n74a09 http://hdl.handle.net/11449/246659 |
identifier_str_mv |
Bolema - Mathematics Education Bulletin, v. 36, n. 74, p. 1135-1157, 2022. 1980-4415 0103-636X 10.1590/1980-4415v36n74a09 2-s2.0-85146383724 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Bolema - Mathematics Education Bulletin |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
1135-1157 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1803046459291992064 |