Advisor(s)
Abstract(s)
Este artigo é parte do Projeto Raciocínio Matemático e Formação de Professores (REASON) que tem como objetivo estudar o conhecimento
matemático e didático que os professores precisam para conduzir uma prática que promova o raciocínio matemático dos alunos e estudar
formas de apoiar o seu desenvolvimento. Mais especificamente, discutimos ações dos professores para promover os processos de raciocínio
dos alunos, antes e após uma experiência de formação. Para isso, analisamos dados relativos a duas questões, incluídas na tarefa usada como
pré-teste e pós-teste, que tratam das ações do professor para promover o raciocínio matemático nos alunos, aplicada numa turma de 1.º ano do
Mestrado do 1.º Ciclo e 2.º Ciclo (Matemática e Ciências Naturais) do Ensino Básico. Realizamos uma análise de conteúdo das respostas de
acordo com ações propostas na literatura, seguida de uma categorização das ações propostas pelos participantes para desenvolver os processos
de raciocínio e uma classificação das ações que envolvem o desenvolvimento dos processos de generalizar e justificar. Observamos que a
experiência de formação contribuiu para um maior conhecimento dos futuros professores sobre ações promotoras dos processos de raciocínio
dos alunos e reveladoras de um melhor entendimento sobre ações docentes que desafiam a utilizar os processos de generalizar e justificar.
Abstract This article is part of the Mathematical Reasoning and Teacher Education Project (REASON), which aims to study the mathematical and didactic knowledge that teachers need to conduct a practice that promotes students’ mathematical reasoning and to study ways to support their development. More specifically, we discuss teachers’ actions to promote students’ reasoning processes, before and after a training experience. For this, we analyzed data related to two questions, included in the task used as pre-test and post-test, which deal with the teacher’s actions to promote mathematical reasoning in students, applied in a 1st year of the Master of the 1st Cycle and 2nd Basic Education Cycle (Mathematics and Natural Sciences). We performed a content analysis of the responses according to actions proposed in the literature, followed by a categorization of the actions proposed by the participants to develop the reasoning processes and a classification of actions that involve the development of generalizing and justifying processes. We observed that the training experience contributed to a greater knowledge of future teachers about actions that promote students’ reasoning processes and that they reveal a better understanding of teachers’ actions that challenge them to use the processes of generalizing and justifying.
Abstract This article is part of the Mathematical Reasoning and Teacher Education Project (REASON), which aims to study the mathematical and didactic knowledge that teachers need to conduct a practice that promotes students’ mathematical reasoning and to study ways to support their development. More specifically, we discuss teachers’ actions to promote students’ reasoning processes, before and after a training experience. For this, we analyzed data related to two questions, included in the task used as pre-test and post-test, which deal with the teacher’s actions to promote mathematical reasoning in students, applied in a 1st year of the Master of the 1st Cycle and 2nd Basic Education Cycle (Mathematics and Natural Sciences). We performed a content analysis of the responses according to actions proposed in the literature, followed by a categorization of the actions proposed by the participants to develop the reasoning processes and a classification of actions that involve the development of generalizing and justifying processes. We observed that the training experience contributed to a greater knowledge of future teachers about actions that promote students’ reasoning processes and that they reveal a better understanding of teachers’ actions that challenge them to use the processes of generalizing and justifying.
Description
Keywords
Raciocínio matemático Ações do professor Conhecimento didático de Professores Formação inicial Professores Mathematical reasoning Teacher’s actions Teachers’ didactic knowledge Initial training Teachers