Mathematical modelling in teacher education courses: conceptions and tendencies in the international community – ICTMA
Tipo de documento
Autores
Lista de autores
Biembengut, Maria Salett
Resumen
This paper presents the mapping of mathematical modelling (MM) pedagogical practices in teacher education courses done from publications available in the books organized by the International Conference on the Teaching of Mathematical Modelling and Applications – ICTMA. Mapping refers to the identification, survey, organization, classification, and data analysis of forty-two papers about teacher education. This study aimed at understanding how knowledge was built by society and became common part of the group, and not at analysing the quality of knowledge departing from immutable criteria. The analysed productions revealed that these researchers constitute a collective conception indicating the concern with and the support to the official documents and to the issues related to eacher education. The collective conception about modelling in initial and continuous teacher education courses seems to follow institutionalized standards.
Fecha
2014
Tipo de fecha
Estado publicación
Términos clave
Continua | Formación | Inicial | Modelización
Enfoque
Idioma
Revisado por pares
Formato del archivo
Volumen
4
Número
1
Rango páginas (artículo)
1-16
ISSN
22380345
Referencias
Andrews, J.G., & McLone, R.R. (1976). Mathematical Modelling. Boston: Butterworth Publishers. Bassanezi, R. C. (2002). Ensino Aprendizagem com Modelagem matemática. São Paulo: Contexto. Biembengut, M.S. (2003). Modelagem Matemática: Mapeamento das Ações Pedagógicas dos Educadores de Matemática. Post-Doctoral Dissertation. São Paulo: Universidade de São Paulo. Biembengut, M. S. (2008). Mapeamento na Pesquisa Educacional. Rio de Janeiro: Ciência Moderna. Blum, W., Niss, M.; Huntley, I. (1991). Teaching of Mathematical Modelling and Application. Chichester: Ellis Horwood. Blum, W.; Niss, M. & Galbraith, P. (2007). Introduction. In: Modelling and Applications in Mathematics Education (pp.32). New York: Springer. Delizoicov, D.; Castilho, N., Cutolo, L. R. A., Da Ros, M. A., Lima, A. M. C. (2002). Sociogenese do Conhecimento e Pesquisa em Ensino: contribuições a partir do referencial fleckiano. Caderno Brasileiro de Física, 19, pp.52-69. Ferreiro, E. (1988). Reflexões sobre alfabetização. 13ª ed. São Paulo: Cortez. Fleck, L. (1979). Genesis and development of a scientific fact. Chicago & London: The University of Chicago Press. Herget, W. (2007). Picture (im)perfect Mathematics! In: ICMI Study 14: Applications Modelling in Mathematics Education. Study Conference in Dortmund, 2004. Linton, R. (1971). O Homem: uma Introdução à Antropologia. 8ª Ed. São Paulo: Livraria Martins Editora. Lüdke, Menga; André, Marli. (1986) Pesquisa em educação: abordagens qualitativas. São Paulo: EPU. Osawa, H. (2007). Development of Applications and Modelling by Action Re-Search in Japanese Secondary School. In: ICMI Study 14: Applications Modelling in Mathematics Education. Study Conference in Dortmund, 2004. Salles, A. C. (2007). Nem de Gênios, nem de Heróis: a história da ciência em Ludwik Fleck. Master’s Thesis. Belo Horizonte: Universidade Federal de Minas Gerais. Thompson, A. G. (1992). Teacher´s beliefs and conceptions: a synthesis of the research. In: Grouuws, D. A. Handbook for research on Mathematics Teaching and Learning (pp.125-146). New York: Macmillan. Wenger. H. (1998). Communities of Practice: learning, meaning and identity. New York: Cambridge University Press. Witter, C. (1996). Psicologia Escolar: Produção Científica, Formação e Atuação (1990-1994). Doctoral dissertation. São Paulo: IPUSP.