Learning opportunities experienced by mathematics teachers: unveiling actions and role of the teacher educator during a formative process
Tipo de documento
Autores
Aguiar, Márcia | Doná, Eduardo Goedert | Jardim, Vania Batista Flose | Ribeiro, Alessandro Jacques
Lista de autores
Aguiar, Márcia, Doná, Eduardo Goedert, Jardim, Vania Batista Flose y Ribeiro, Alessandro Jacques
Resumen
Context: one of the research challenges related at the professional learning of mathematics teachers is to understand the importance of the role and actions of the teacher educator during a formative process. Objective: this research seeks to understand what the role was and how the actions of the teacher educator took place, in a process of continuing education with teachers of basic education, about the teaching of patterns and regularities, with a view to providing learning opportunities to the teachers involved. Design: it is a qualitative-interpretative study aligned to an intervention research. Settings and participants: we developed the research in a formative process involving 33 mathematics teachers and future teachers, and 3 teacher educators. Data collection: we use data from audio and video recordings of planning and enacting of the formative process, and protocols from teachers’ tasks and planning from teacher educators. Results: we found that teacher educators, since planning the formative process, sought to provide opportunities for participating teachers professional learning, since he/she structured the process through professional learning tasks, using videos of mathematics lessons to highlight the classroom practice, as well as encourage discussions among teachers about patterns and regularities in and for the teaching of algebra. Conclusions: we identified that teacher educators played a mediating role in the orchestration of the discussions and an articulator between mathematics and didactics, thus providing opportunities for professional development and the learning of teaching algebra.
Fecha
2021
Tipo de fecha
Estado publicación
Términos clave
Desarrollo del profesor | Inicial | Otra (fuentes) | Otro (álgebra) | Práctica del profesor
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
23
Número
4
Rango páginas (artículo)
112-140
ISSN
21787727
Referencias
Aguiar, M., Ponte, J.P., & Ribeiro, A. (2021). Conhecimento Matemático e Didático de Professores da Escola Básica acerca de Padrões e Regularidades em um Processo Formativo Ancorado na Prática. Bolema, 35(70), Artigo 12. Aguiar, M., Ribeiro, A. J., & Ponte, J. P. (2019). Mathematical and didactical knowledge about patterns and regularities mobilized by teachers in a professional learning task. In Proceeding of the 11th Congress of the European Society for Research in Mathematics Education - CERME 11 (pp. 3815-3822). Utrecht. Ball, D. L., & Cohen, D. K. (1999). Developing practice practitioners: Toward a practice-based theory of professional education. In L. DarlingHammond, & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-22). Jossey-Bass. Borko, H., Jacobs, J., Seago, N., & Mangram, C. (2014). Facilitating videobased professional development: Planning and orchestrating productive discussions. In Y. Li, E. A. Silver, & S. Li (Eds.), Transforming mathematics instruction (pp. 259-281). Springer. Coura, F. C. F., & Passos, C. L. B. (2017). Estado do conhecimento sobre o formador de professores de Matemática no Brasil. Zetetiké, 25(1), 7-26. Creswell, J. W. (2014). Pressupostos Filosóficos e Estruturas Interpretativas. In J. W. Creswell. Investigação Qualitativa e Projeto de Pesquisa: Escolhendo entre cinco abordagens (pp. 29-47). Penso. Fiorentini, D. (2018, 04 a 08 de novembro). Mapeamento e Estado da Pesquisa sobre o Professor que Ensina Matemática como Campo de Estudo. In Anais do 7º Seminário Internacional de Pesquisa em Educação Matemática. SBEM. Fiorentini, D., Passos, C. L. B., & Lima, R. C. R. D. L. (2016). Mapeamento da pesquisa acadêmica brasileira sobre o professor que ensina matemática: período 2001–2012. FE/UNICAMP. Jaworski, B. (2012). Mathematics teaching development as a human practice: identifying and drawing the threads. ZDM, 44(5), 613-625. Jaworski, B., & Huang, R. (2014). Teachers and didacticians: Key stakeholders in the processes of developing mathematics teaching. ZDM, 46(2), 173188. Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of teacher education, 61(1-2), 21-34. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. Moreira, P. C., & David, M. M. (2008). Academic mathematics and mathematical knowledge needed in school teaching practice: Some conflicting elements. Journal of Mathematics Teacher Education, 11(1), 23-40. Passos, L. F., Teles, N. C. G., Gonçalves, M. O., & Reis, A. T. (2016). Desenvolvimento Profissional de Formadores de Professores Iniciantes dos Cursos de Licenciatura. Reflexão e Ação, 24(3), 105-122. Ponte, J. P. D. (2005). Gestão curricular em Matemática. In Grupo de Trabalho de Investigação da APM (Ed.), O professor e o desenvolvimento curricular (pp. 11-34). APM. Prediger, S., Roesken-Winter, B., & Leuders, T. (2019). Which research can support PD facilitators? Strategies for content-related PD research in the Three-Tetrahedron Model. Journal of Mathematics Teacher Education, 22(4), 407-425. Ribeiro, A. J., Aguiar, M., & Trevisan, A. L. (2020). Oportunidades de aprendizagem vivenciadas por professores ao discutir coletivamente uma aula sobre padrões e regularidades. Quadrante, 29(1), 52–73. Ribeiro, A. J., & da Ponte, J. P. (2019). Professional learning opportunities in a practice-based teacher education programme about the concept of function. Acta Scientiae, 21(2), 49-74. Ribeiro, A. J., & da Ponte, J. P. (2020). Um modelo teórico para organizar e compreender as oportunidades de aprendizagem de professores para ensinar matemática. Zetetiké, 28, 1-20. Romanowski, J. P., Cartaxo, S. R., & Martins, P. L. O. (2017). Práticas formativas de professores formadores articuladas com os anos iniciais da Educação Básica. Revista Educação e Cultura Contemporânea, 14(34), 6-24. Scheiner, T. (2019). If we want to get ahead, we should transcend dualisms and foster paradigm pluralism. In G. Kaiser, & N. Presmeg (Eds.), Compendium for Early Career Researchers in Mathematics Education (pp. 511-532). Springer. Smith, M. S. (2001). Practice-based professional development for teachers of mathematics. NCTM. Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical thinking and learning, 10(4), 313-340. Superfine, A. C., & Li, W. (2014). Developing mathematical knowledge for teaching teachers: A model for the professional development of teacher educators. Issues in Teacher Education, 23(1), 113-132. Trevisan, A. L., Ribeiro, A. J., & Ponte, J. P. (2020). Professional Learning Opportunities Regarding the Concept of Function in a Practice-Based Teacher Education Program. International Electronic Journal of Mathematics Education, 15(2), 1-14. Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of educational research, 79(2), 702-739.