Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Gualandi, Jorge Henrique
 |
| Orientador(a): |
Bianchini, Barbara Lutaif |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
|
| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22510
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Resumo: |
Mathematics teaching is a field that encompasses both teacher education and professional practices, representing a key activity in the professional development of teachers. This study investigated the impact of a continued education intervention on the professional practice of teachers who teach mathematics. The theoretical focus addressed five aspects: a) continued education of the teacher; b) professional development; c) knowledge held by the teacher; d) professional practice; and e) algebraic thinking. A qualitative approach was adopted based on the stages of didactic engineering (as construed by Artigue), applying this to the steps in a mathematics investigation (as defined by Ponte, Brocardo, and Oliveira). The study involved 20 teachers who taught mathematics at municipal schools within a county of Espírito Santo State, Southeast Brazil. Data were collected via semi-structured interviews and by observing teachers while they solved tasks on pattern generalization, and were also drawn from their records, compiled texts on the subject, and written or sound-recorded reports of the tasks produced or adapted by the teachers for use with students. The results showed that the continued education intervention allowed the teachers to explore a wide variety of elements, demonstrating changes in their professional practice: a) change in lesson organization and planning; b) change in classroom organization; c) change in approach to tasks involving pattern generalization; d) change in interest for reading material related to mathematics education; e) change in approach to posing and solving problems in the classroom; f) change by adopting an active role in the teaching and learning process. Also, the results of the investagion yield a positive assessment of the role that continuing education can play in teacher learning |
