Mathematics teachers’ professional identity development in communities of practice: reifications of proportional reasoning teaching
Tipo de documento
Autores
Lista de autores
de-Costa, Márcia
Resumen
In the last decade, the Study and Research Group on the Education of Teachers who teach Math – GEPEFOPEM (Brazil) investigated teacher education groups constituted as Communities of Practice – CoPs. The objective of this paper is to discuss the focus of one of these CoPs when working with Proportional Reasoning and the practice elements of four CoPs, which promoted the development of their members’ professional identity. The data was collected through an analysis of meaning negotiation processes, mobilized knowledge and the CoPs dynamics based on different groups interactions and written production of their members. The analysis showed that self- knowledge, beliefs and concepts, professional knowledge, vulnerability, and the sense of agency became the focal points of the CoPs during the study of proportional reasoning as well as the practice elements of the four CoPs that promoted the professional identity development of, namely: shared repertoires, reports and discussions on their pedagogical practices, the existence of an open and flexible work plan, the opportunity to discuss their written productions, vulnerability experiences, the search for a sense of agency balance, connections among observations and empirical interpretations and a broader theoretical background, reports and discussions on previous meetings. Factors such as respect, trust, challenge, solidarity, projects negotiations, dynamics and actions, valorization of the singularities, and professional practices of teachers are essential for the constitution of the professional identity of these professionals and for the cultivation and maintenance of these groups.
Fecha
2016
Tipo de fecha
Estado publicación
Términos clave
Desarrollo del profesor | Enseñanza | Otro (tipos estudio) | Proporcionalidad | Razonamiento
Enfoque
Nivel educativo
Educación primaria, escuela elemental (6 a 12 años) | Educación secundaria básica (12 a 16 años)
Idioma
Revisado por pares
Formato del archivo
Volumen
30
Número
54
Rango páginas (artículo)
165-187
ISSN
19804415
Referencias
BEIJAARD, D.; MEIJER, P. C.; VERLOOP, N. Reconsidering research on teachers’ profesional identity. Teaching and teacher education, New York, v. 20, n. 2, p. 107-128. 2004. CAI, J.; SUN, W. Developing Students’ Proportional Reasoning: a Chinese Perspective. In: LITWILLER, B.; BRIGHT, G. (Ed.). Making sense of fractions, ratios and proportions: 2002 Yearbook. 2 ed. Reston: National Council of Teachers of Mathematics, 2002. p. 195 – 205. CRAMER, K.; POST, T.; BEHR, M. Interpreting Proportional Relationships. Mathematics Teacher, Reston, v. 82, n. 6, p. 445•452, sep. 1989. CYRINO, M.C.C.T. Comunidades de prática de professores como espaço de investigação sobre a formação de professores de matemática. In: BATISTA, I. L.; SALVI, R. F. (Org.). Pós-graduação em ensino de ciências e educação matemática: um perfil de pesquisas. Londrina: EDUEL, 2009. p. 95- 110. CYRINO, M. C. C. T.; CALDEIRA, J. S. Processos de negociação de significados sobre pensamento algébrico em uma comunidade de prática de formação inicial de professores de Matemática. Revista Investigações em Ensino de Ciências, Porto Alegre, v.16, n.3, p. 373-401, dez. 2011. GARCIA, T. M. R. Identidade Profissional de Professor de Matemática em uma Comunidade de Prática. 2014. 161 f. Tese (Doutorado em Ensino de Ciências e Educação Matemática) – Centro de Ciências Exatas, Universidade Estadual de Londrina, Londrina, 2014. GRAVEMEIJER, K. P. E.; COBB, P. Design research from the learning design perspective. In: VAN DEN AKKER, J. J. H.; et al. (Ed.). Educational design research. London: Routledge, 2006. p. 17-51. GRAVEN, M.; LERMAN, S. Book Review. Journal of Mathematics Teacher Education, Netherlands, v.6, n.2, p.185-194, abr./jun. 2003. GRAVEN, M. Mathematics teacher retention and the role of identity: Sam’s story. Pythagoras, Port Elizabeth, n. 61, p. 1-10, jun. 2005. JAWORSKI, B. Situating Mathematics Teacher Education in a Global Context. In: BENARZ, N. et al. (Ed.). International Approaches to Professional Development of Mathematics Teachers. 1 ed.Ottawa: University of Ottawa Press, 2011. p. 2-50. KARPLUS, R.; PULOS, S.; STAGE, E. K. Early adolescents’ proportional reasoning on ‘rate’ Problems. Educational Studies in Mathematics, New York, v.14, n.3, p. 219–233, aug.1983. KELCHTERMANS, G. Who I am in how I teach is the message: self-understanding, vulnerability and reflection. Teachers and Teaching: theory and practice, New York, v. 15, n 2, p. 257–272, may. 2009. KIEREN, T. E. The rational number construct – Its elements and mechanism. In: KIEREN, T. E. (Ed.), Recent Research on Number Learning. Columbus: ERIC/SMEAC, 1980. p. 125–150. KRAINER, K. Teams, communities & networks. Journal of Mathematics Teacher Education, Netherlands, v.6, n.2, p. 93-105, abr/jun. 2003. LAMON, S. J. Teaching fractions and ratios for understanding: Essential content knowledge and instructional strategies for teachers. 2th edition. Mahwah: Lawrence Erlbaum Associates, 2005. LAVE, J.; WENGER, E. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press, 1991. LESH, R.; POST, T.; BEHR, M. Proportional Reasoning. In: HIEBERT, J.; BEHR, M. (Ed.). Number Concepts and Operations in the Middle Grades. Reston: Lawrence Erlbaum & National Council of Teachers of Mathematics. 1988. p. 93-118. LLINARES, S. Participation and reification in learning to teach: the role of knowledge and beliefs. In: LEDER, G. C.; PEHKONEN, E.; TÖRNER, G. (Org.), Beliefs: a hidden variable in mathematics education?. Dordrecht: Kluwer Academic Publishers, 2002. p. 195-209. NAGY, M. C.; CYRINO, M. C. C. T. Aprendizagens de professoras que ensinam Matemática em uma Comunidade de Prática. Revista da FAEEBA – Educação e Contemporaneidade, Salvador, v. 23, n.41, p.149-163, jan/jul 2014. OLIVEIRA, L.M.C.P. Aprendizagens no empreendimento estudo do raciocínio proporcional. 2014. 209f. Dissertação (Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática) – Centro de Ciências Exatas, Universidade Estadual de Londrina, Londrina, 2014. OLIVEIRA, H. M.; CYRINO, M.C.C.T. A formação inicial de professores de Matemática em Portugal e no Brasil: narrativas de vulnerabilidade e agência. Interacções, Lisboa, v. 7, p. 104-130, ago. 2011. PONTE, J. P.; CHAPMAN, O. Preservice mathematics teachers' knowledge and development. In: ENGLISH, L. D. (Ed.). Handbook of international research in mathematics education. 2. ed. New York: Routledge, 2008. p. 225-263. POST, T.; CRAMER, K.; HAREL, G.; KIERNEN, T.; LESH, R. Research on rational number, ratio and proportionality. In: Proceedings of the twentieth annual meeting of the north american chapter of the international group for the psychology of mathematics education, PME-NA XX , Raleigh, 1998. Proceedings… Raleigh: ERIC, 1998. v.I. p.89-93. SHULMAN, L. S. Those who understand: knowledge growth in teaching. Educational Researcher, Washington, v.15, n.2, p.4-14, feb. 1986. SHULMAN, L. S. Knowledge and teaching: foundations of the new reform. Harvard Educational Review, Cambridge, v.57, n.1, p.1-22, feb. 1987. SIMON, M. A. The challenges of mathematics teacher education in an era of mathematics education reform. In: JAWORSKI, B; WOOD, T. (Ed.). The international handbook of mathematics teacher education: mathematics teacher educator as a developing profissional. Rotterdam: Sense Publisher, 2008. p. 17-29. SOWDER, J. T. The mathematical education and development of teachers. In: LESTER, F. (Ed.). Second handbook of research on mathematics teaching and learning, Reston: NCTM, 2007. p. 157-224. WENGER, E. Communities of practice: learning, meaning and identity. New York: Cambridge University Press, 1998. WENGER, E.; MCDERMOTT, R.; SNYDER, W. M. Cultivating communities of practice. Boston: Harvard Business School Press, 2002.