Specialized knowledge of future kindergarten and early years teachers regarding students' learning disabilities about parallelism

Detalhes bibliográficos
Autor(a) principal: Couto, Silvania
Data de Publicação: 2019
Outros Autores: Ribeiro, Miguel
Tipo de documento: Artigo
Idioma: por
Título da fonte: Actio (Curitiba)
Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/10544
Resumo: In this paper we analyze a set of kindergarten and primary prospective teachers productions from the implementation of a task simulating an inclusive environment involving blindness and focusing on the students learning difficulties on the topic of parallelism. Teachers knowledge is perceived here considering the Mathematics Teachers' Specialized Knowledge conceptualization. Results pinpoint prospective teachers’ knowledge includes knowing that the mereological operative apprehension ability is a potential resource for the learning of parallelism for both blind students and the seers and that identifying parallelism does not imply knowing how to represent it. Also, analysis allowed to elaborate a list of elements of the content of teachers’ knowledge on parallelism.
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spelling Specialized knowledge of future kindergarten and early years teachers regarding students' learning disabilities about parallelismConhecimento especializado de futuros professores da educação infantil e dos anos iniciais quanto às dificuldades de aprendizagem de alunos cegos e videntes sobre paralelismo7.08.00.00-6Conhecimento especializado; Dificuldades de aprendizagem; Paralelismo. Aluno cegoSpecialized Knowledge; Learning Difficulties; Parallelism; Blind StudentIn this paper we analyze a set of kindergarten and primary prospective teachers productions from the implementation of a task simulating an inclusive environment involving blindness and focusing on the students learning difficulties on the topic of parallelism. Teachers knowledge is perceived here considering the Mathematics Teachers' Specialized Knowledge conceptualization. Results pinpoint prospective teachers’ knowledge includes knowing that the mereological operative apprehension ability is a potential resource for the learning of parallelism for both blind students and the seers and that identifying parallelism does not imply knowing how to represent it. Also, analysis allowed to elaborate a list of elements of the content of teachers’ knowledge on parallelism.O presente texto traz a análise das produções resultantes da dinamização de uma tarefa que simulava um ambiente inclusivo, discutindo-se o conhecimento revelado por futuros professores da Educação Infantil e dos Anos Iniciais sobre as dificuldades de aprendizagem de alunos cegos e videntes sobre paralelismo. Esse conhecimento do professor é entendido na perspectiva do Mathematics Teachers’ Specialized Knowledge, que o conceitualiza como especializado e refere-se a ele como um recurso indispensável à prática docente. Os resultados demonstram que o conhecimento dos futuros professores abrange saber que a habilidade da apreensão operatória mereológica é um recurso potencial para a aprendizagem do paralelismo, tanto para alunos cegos quanto para os videntes, e que identificar paralelismo não implica em saber representá-lo.Universidade Tecnológica Federal do Paraná (UTFPR)FAPESPCouto, SilvaniaRibeiro, Miguel2019-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDossiê Temáticoinfo:eu-repo/semantics/otherapplication/pdftext/htmlhttps://periodicos.utfpr.edu.br/actio/article/view/1054410.3895/actio.v4n3.10544ACTIO: Teaching in Sciences; v. 4, n. 3 (2019); 701-721ACTIO: Docência em Ciências; v. 4, n. 3 (2019); 701-7212525-892310.3895/actio.v4n3reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/actio/article/view/10544/7053https://periodicos.utfpr.edu.br/actio/article/view/10544/7383Direitos autorais 2020 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-10-18T23:53:44Zoai:periodicos.utfpr:article/10544Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2022-10-18T23:53:44Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Specialized knowledge of future kindergarten and early years teachers regarding students' learning disabilities about parallelism
Conhecimento especializado de futuros professores da educação infantil e dos anos iniciais quanto às dificuldades de aprendizagem de alunos cegos e videntes sobre paralelismo
title Specialized knowledge of future kindergarten and early years teachers regarding students' learning disabilities about parallelism
spellingShingle Specialized knowledge of future kindergarten and early years teachers regarding students' learning disabilities about parallelism
Couto, Silvania
7.08.00.00-6
Conhecimento especializado; Dificuldades de aprendizagem; Paralelismo. Aluno cego
Specialized Knowledge; Learning Difficulties; Parallelism; Blind Student
title_short Specialized knowledge of future kindergarten and early years teachers regarding students' learning disabilities about parallelism
title_full Specialized knowledge of future kindergarten and early years teachers regarding students' learning disabilities about parallelism
title_fullStr Specialized knowledge of future kindergarten and early years teachers regarding students' learning disabilities about parallelism
title_full_unstemmed Specialized knowledge of future kindergarten and early years teachers regarding students' learning disabilities about parallelism
title_sort Specialized knowledge of future kindergarten and early years teachers regarding students' learning disabilities about parallelism
author Couto, Silvania
author_facet Couto, Silvania
Ribeiro, Miguel
author_role author
author2 Ribeiro, Miguel
author2_role author
dc.contributor.none.fl_str_mv
FAPESP
dc.contributor.author.fl_str_mv Couto, Silvania
Ribeiro, Miguel
dc.subject.por.fl_str_mv 7.08.00.00-6
Conhecimento especializado; Dificuldades de aprendizagem; Paralelismo. Aluno cego
Specialized Knowledge; Learning Difficulties; Parallelism; Blind Student
topic 7.08.00.00-6
Conhecimento especializado; Dificuldades de aprendizagem; Paralelismo. Aluno cego
Specialized Knowledge; Learning Difficulties; Parallelism; Blind Student
description In this paper we analyze a set of kindergarten and primary prospective teachers productions from the implementation of a task simulating an inclusive environment involving blindness and focusing on the students learning difficulties on the topic of parallelism. Teachers knowledge is perceived here considering the Mathematics Teachers' Specialized Knowledge conceptualization. Results pinpoint prospective teachers’ knowledge includes knowing that the mereological operative apprehension ability is a potential resource for the learning of parallelism for both blind students and the seers and that identifying parallelism does not imply knowing how to represent it. Also, analysis allowed to elaborate a list of elements of the content of teachers’ knowledge on parallelism.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-31
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Dossiê Temático
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/10544
10.3895/actio.v4n3.10544
url https://periodicos.utfpr.edu.br/actio/article/view/10544
identifier_str_mv 10.3895/actio.v4n3.10544
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/10544/7053
https://periodicos.utfpr.edu.br/actio/article/view/10544/7383
dc.rights.driver.fl_str_mv Direitos autorais 2020 ACTIO: Docência em Ciências
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2020 ACTIO: Docência em Ciências
http://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 Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv ACTIO: Teaching in Sciences; v. 4, n. 3 (2019); 701-721
ACTIO: Docência em Ciências; v. 4, n. 3 (2019); 701-721
2525-8923
10.3895/actio.v4n3
reponame:Actio (Curitiba)
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Actio (Curitiba)
collection Actio (Curitiba)
repository.name.fl_str_mv Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br
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