Ministerio de Educacion

Mathematical modeling and teachers’ formation: a discussion on mathematical knowledge for teaching

Marques, Rogério; Belford, Arthur (2019). Mathematical modeling and teachers’ formation: a discussion on mathematical knowledge for teaching. Revista de Educação Matemática (REMat), 16(21), pp. 5-17 .

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URL Oficial: https://revistasbemsp.com.br/index.php/REMat-SP/


This study discusses the utilization of mathematical modeling for the continuing professional development of mathematics teachers in the early years of primary school based on studies and investigations by Ball and her collaborators, in which they broached mathematical knowledge for teaching. We started to study such approach during an extension course developed with seven teachers from the São Paulo public education system. For data collection, we applied the triangulation of methods, which is characterized by the use of different instruments, like the use of quizzes, interviews and audio and video recordings of our meetings. Through the analyses of the collected data, we observed that the utilization of Mathematical Modeling as a learning environment provided us with a highly favorable scenario, so that we were able to foment the necessary discussions in order to study the knowledge harnessed by teachers throughout their continuing professional development and discuss the necessary mathematical knowledge for teaching.

Tipo de Registro:Artículo
Términos clave:06. Aprendizaje > Procesos cognitivos > Modelización
05. Profesor > Formación de profesores > Inicial
12. Investigación e innovación en Educación Matemática > Fuentes de información > Grabaciones
05. Profesor > Formación de profesores > Continua-Permanente
05. Profesor > Desarrollo del profesor
Nivel Educativo:Educación Primaria (7-12 años)
Código ID:30432
Depositado Por:Monitor Funes 7
Depositado En:05 Ago 2022 14:23
Fecha de Modificación Más Reciente:05 Ago 2022 14:23

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