O pensamento funcional e a capacidade de perceber o pensamento funcional de futuras educadoras e professoras dos anos iniciais
Tipo de documento
Autores
Lista de autores
Cabral, Joana, Oliveira, Hélia y Mendes, Fátima
Resumen
Este artigo propõe-se caracterizar o pensamento funcional de futuras educadoras e professoras (FEPs) e a sua capacidade de perceber (noticing) o pensamento funcional de alunos dos anos iniciais, no âmbito da resolução de tarefas sobre sequências pictóricas crescentes. Pretende-se, também, refletir sobre a relevância de uma intervenção centrada na Early Algebra na formação de FEPs. A metodologia adotada é qualitativa, sendo os dados recolhidos por meio da observação participante e da recolha documental. Os resultados evidenciam que a experiência contribuiu para o aprofundamento do pensamento funcional das FEPs e que, no que se refere à capacidade de perceber o pensamento algébrico dos alunos, as FEPs atendem a diversos aspetos chave que permitem caracterizar o seu pensamento funcional.
Fecha
2019
Tipo de fecha
Estado publicación
Términos clave
Funcional | Gestión de aula | Inicial | Otro (álgebra) | Tareas
Enfoque
Nivel educativo
Educación infantil, preescolar (0 a 6 años) | Educación primaria, escuela elemental (6 a 12 años) | Educación superior, formación de pregrado, formación de grado
Idioma
Revisado por pares
Formato del archivo
Referencias
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