Professional Learning Opportunities in a Practice-Based Teacher Education Programme about the Concept of Function

Bibliographic Details
Main Author: Ribeiro, Alessandro Jacques
Publication Date: 2019
Other Authors: Ponte, João Pedro da
Format: Article
Language: eng
Source: Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
Download full: http://hdl.handle.net/10451/40721
Summary: This article aims to identify professional learning opportunities (PLO) experienced by mathematics teachers during an in-service course regarding their mathematical and didactical knowledge on the concept of function. The conceptual framework distinguishes between mathematical and didactical knowledge and characterises teacher learning and professional learning tasks. The research methodology is qualitative, using participant observation with audio and video recording and document collection. The results show that the professional learning tasks proposed enabled to identify PLO regarding mathematical knowledge of function, involving different ways of representing this concept by means of numeric tables and algebraic notation. Regarding didactical knowledge, there were also PLO supporting reflection about difficulties that the students find with the concept of function and about teaching resources and strategies to overcome those difficulties.
id RCAP_cc2c1d369ba93a0cb7da1152ee62fde2
oai_identifier_str oai:repositorio.ulisboa.pt:10451/40721
network_acronym_str RCAP
network_name_str Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
repository_id_str https://opendoar.ac.uk/repository/7160
spelling Professional Learning Opportunities in a Practice-Based Teacher Education Programme about the Concept of FunctionTeacher educationMathematical knowledgeAlgebra teachingProfessional learning opportunitiesDidactical knowledgeThis article aims to identify professional learning opportunities (PLO) experienced by mathematics teachers during an in-service course regarding their mathematical and didactical knowledge on the concept of function. The conceptual framework distinguishes between mathematical and didactical knowledge and characterises teacher learning and professional learning tasks. The research methodology is qualitative, using participant observation with audio and video recording and document collection. The results show that the professional learning tasks proposed enabled to identify PLO regarding mathematical knowledge of function, involving different ways of representing this concept by means of numeric tables and algebraic notation. Regarding didactical knowledge, there were also PLO supporting reflection about difficulties that the students find with the concept of function and about teaching resources and strategies to overcome those difficulties.Universidade Luterana do BrasilRepositório da Universidade de LisboaRibeiro, Alessandro JacquesPonte, João Pedro da2020-01-07T12:00:57Z20192019-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/40721engRibeiro, A., & 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. Doi: https://doi.org/10.17648/acta.scientiae.v21iss2id5002https://doi.org/10.17648/acta.scientiae.v21iss2id50022178-7727info:eu-repo/semantics/openAccessreponame:Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)instname:FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologiainstacron:RCAAP2025-03-17T14:14:11Zoai:repositorio.ulisboa.pt:10451/40721Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireinfo@rcaap.ptopendoar:https://opendoar.ac.uk/repository/71602025-05-29T03:06:10.475591Repositórios Científicos de Acesso Aberto de Portugal (RCAAP) - FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologiafalse
dc.title.none.fl_str_mv Professional Learning Opportunities in a Practice-Based Teacher Education Programme about the Concept of Function
title Professional Learning Opportunities in a Practice-Based Teacher Education Programme about the Concept of Function
spellingShingle Professional Learning Opportunities in a Practice-Based Teacher Education Programme about the Concept of Function
Ribeiro, Alessandro Jacques
Teacher education
Mathematical knowledge
Algebra teaching
Professional learning opportunities
Didactical knowledge
title_short Professional Learning Opportunities in a Practice-Based Teacher Education Programme about the Concept of Function
title_full Professional Learning Opportunities in a Practice-Based Teacher Education Programme about the Concept of Function
title_fullStr Professional Learning Opportunities in a Practice-Based Teacher Education Programme about the Concept of Function
title_full_unstemmed Professional Learning Opportunities in a Practice-Based Teacher Education Programme about the Concept of Function
title_sort Professional Learning Opportunities in a Practice-Based Teacher Education Programme about the Concept of Function
author Ribeiro, Alessandro Jacques
author_facet Ribeiro, Alessandro Jacques
Ponte, João Pedro da
author_role author
author2 Ponte, João Pedro da
author2_role author
dc.contributor.none.fl_str_mv Repositório da Universidade de Lisboa
dc.contributor.author.fl_str_mv Ribeiro, Alessandro Jacques
Ponte, João Pedro da
dc.subject.por.fl_str_mv Teacher education
Mathematical knowledge
Algebra teaching
Professional learning opportunities
Didactical knowledge
topic Teacher education
Mathematical knowledge
Algebra teaching
Professional learning opportunities
Didactical knowledge
description This article aims to identify professional learning opportunities (PLO) experienced by mathematics teachers during an in-service course regarding their mathematical and didactical knowledge on the concept of function. The conceptual framework distinguishes between mathematical and didactical knowledge and characterises teacher learning and professional learning tasks. The research methodology is qualitative, using participant observation with audio and video recording and document collection. The results show that the professional learning tasks proposed enabled to identify PLO regarding mathematical knowledge of function, involving different ways of representing this concept by means of numeric tables and algebraic notation. Regarding didactical knowledge, there were also PLO supporting reflection about difficulties that the students find with the concept of function and about teaching resources and strategies to overcome those difficulties.
publishDate 2019
dc.date.none.fl_str_mv 2019
2019-01-01T00:00:00Z
2020-01-07T12:00:57Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10451/40721
url http://hdl.handle.net/10451/40721
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Ribeiro, A., & 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. Doi: https://doi.org/10.17648/acta.scientiae.v21iss2id5002
https://doi.org/10.17648/acta.scientiae.v21iss2id5002
2178-7727
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Luterana do Brasil
publisher.none.fl_str_mv Universidade Luterana do Brasil
dc.source.none.fl_str_mv reponame:Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
instname:FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologia
instacron:RCAAP
instname_str FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologia
instacron_str RCAAP
institution RCAAP
reponame_str Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
collection Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
repository.name.fl_str_mv Repositórios Científicos de Acesso Aberto de Portugal (RCAAP) - FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologia
repository.mail.fl_str_mv info@rcaap.pt
_version_ 1833601593989136384

Similar Items