Specialized knowledge of future kindergarten and early years teachers regarding students' learning disabilities about parallelism
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Data de Publicação: | 2019 |
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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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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 |
_version_ |
1797239984453844992 |