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Advisor(s)
Abstract(s)
Este artigo apresenta as discussões e parte dos resultados de uma pesquisa desenvolvida durante três anos em uma escola de Ensino Fundamental. No estudo apresentado foram analisadas reflexões sobre a prática docente, realizadas por um grupo de 17 professores de Matemática que lecionavam para os Anos Iniciais em um contexto de um curso de formação continuada. A coleta de dados incluiu os depoimentos colhidos durante o processo de formação e entrevistas semiestruturadas realizadas depois da intervenção do professor. Teoricamente, esta investigação fundamentou-se tanto em teorias que discutem questões relacionadas à formação de professores como em estudos que investigam questões didáticas sobre a fração. A análise dos dados permitiu identificar que a reflexão observada durante o processo de formação propiciou, além do avanço na compreensão do objeto matemático, o aprimoramento da análise de questões didáticas do conteúdo.
ABSTRACT This article presents the discussions and part of the results from a research carried out over a three-year-period in an elementary school setting. In the study, we analyzed reflections on teaching practices from 17 math teachers from an elementary school who took part in a continuing education course. Data collection included interviews obtained during the training process and semi-structured interviews conducted after the intervention of the teacher. This research was based both on theoretical discussions related to teacher training as well as studies investigating didactic questions on teaching fractions. Data analysis identified that reflections observed during training provided, in addition to advancing the understanding of mathematical object, improved analysis of didactic content.
ABSTRACT This article presents the discussions and part of the results from a research carried out over a three-year-period in an elementary school setting. In the study, we analyzed reflections on teaching practices from 17 math teachers from an elementary school who took part in a continuing education course. Data collection included interviews obtained during the training process and semi-structured interviews conducted after the intervention of the teacher. This research was based both on theoretical discussions related to teacher training as well as studies investigating didactic questions on teaching fractions. Data analysis identified that reflections observed during training provided, in addition to advancing the understanding of mathematical object, improved analysis of didactic content.
Description
Keywords
Educação matemática Educação continuada de Professores Professores dos anos iniciais Mudanças nas práticas de professores Mathematics education Continuing education for teachers Elementary school teachers Changes in teacher practices
Citation
Silva, Angélica da Fontoura Garcia, Serrazina, Maria de Lurdes, & Campos, Tânia Maria Mendonça. (2014). Formação Continuada de Professores que Lecionam Matemática: desenvolvendo a prática reflexiva docente. Bolema: Boletim de Educação Matemática, 28(50), 1505-1524. https://doi.org/10.1590/1980-4415v28n50a24