Zobrazit v EDS

Preservice teachers’ professional noticing about of students’ algebraic thinking in the exploration of a multimedia case ; Percepção profissional de futuros professores sobre o pensamento algébrico dos alunos na exploração de um caso multimídia

Uloženo v:
Podrobná bibliografie
Název: Preservice teachers’ professional noticing about of students’ algebraic thinking in the exploration of a multimedia case ; Percepção profissional de futuros professores sobre o pensamento algébrico dos alunos na exploração de um caso multimídia
Autoři: Rodrigues, Renata Viviane, Cyrino, Márcia Cristina, Oliveira, Hélia
Zdroj: Quadrante; Vol. 28 No. 1 (2019); 100-123 ; Quadrante; Vol. 28 N.º 1 (2019); 100-123 ; 2183-2838
Informace o vydavateli: APM - Associação de Professores de Matemática
Rok vydání: 2019
Sbírka: SARC - Serviço de Alojamento de Revistas Científicas (RCAAP - Repositório Científico de Acesso Aberto de Portugal)
Témata: percepção profissional, formação inicial de professores, discussão coletiva, pensamento algébrico, caso multimídia, teacher’s noticing, preservice teacher education, collective discussion, algebraic thinking, multimedia case
Popis: In this study, we intend to understand how pre-service teachers (PSTs) develop their noticing skills regarding students’ algebraic thinking, based on how they select and sequence students’ resolutions to be discussed collectively. In a Brazilian teacher education context, based on a multimedia case of an inquiry-based lesson, a qualitative investigation was carried out. Data collection was focused on the moments of collective discussion of the teacher education sessions, which were recorded in audio. The results show that the PSTs were able to identify and interpret different mathematical ideas underlying the processes of symbolization and generalization, starting moving from general comments about students' strategies, to developing descriptions from their mathematical elements and to elaborating arguments for justifying significant differences between the resolutions and their potential for collective discussions that promote algebraic thinking. From this study we emphasize: (i) the relevance of promoting PSTs’ professional noticing, contributing to their professional learning in different dimensions and allowing them to position themselves as teachers in a Mathematics class; and (ii) the potential of the exploration of multimedia cases based on the perspective of inquiry-based teaching for the development of this perception. ; Com este estudo pretendemos compreender a percepção (noticing) acerca do pensamento algébrico dos alunos que futuros professores (FPs) desenvolvem a partir considerando as ações de seleção e sequenciamento das resoluções de alunos para serem discutidas coletivamente. Num contexto de formação inicial no Brasil, assente num caso multimídia de uma aula desenvolvida na perspectiva do ensino exploratório, foi realizada uma investigação qualitativa de cunho interpretativo incidindo sobre os momentos de discussão coletiva das sessões de formação os quais foram registados em audio. Os resultados revelam que os FPs identificaram e interpretaram diferentes ideias matemáticas subjacentes aos ...
Druh dokumentu: article in journal/newspaper
Popis souboru: application/pdf
Jazyk: Portuguese
Relation: https://quadrante.apm.pt/article/view/22975/17041; https://quadrante.apm.pt/article/view/22975
Dostupnost: https://quadrante.apm.pt/article/view/22975
Rights: Direitos de Autor (c) 2019 Quadrante
Přístupové číslo: edsbas.403C9331
Databáze: BASE
Popis
Abstrakt:In this study, we intend to understand how pre-service teachers (PSTs) develop their noticing skills regarding students’ algebraic thinking, based on how they select and sequence students’ resolutions to be discussed collectively. In a Brazilian teacher education context, based on a multimedia case of an inquiry-based lesson, a qualitative investigation was carried out. Data collection was focused on the moments of collective discussion of the teacher education sessions, which were recorded in audio. The results show that the PSTs were able to identify and interpret different mathematical ideas underlying the processes of symbolization and generalization, starting moving from general comments about students' strategies, to developing descriptions from their mathematical elements and to elaborating arguments for justifying significant differences between the resolutions and their potential for collective discussions that promote algebraic thinking. From this study we emphasize: (i) the relevance of promoting PSTs’ professional noticing, contributing to their professional learning in different dimensions and allowing them to position themselves as teachers in a Mathematics class; and (ii) the potential of the exploration of multimedia cases based on the perspective of inquiry-based teaching for the development of this perception. ; Com este estudo pretendemos compreender a percepção (noticing) acerca do pensamento algébrico dos alunos que futuros professores (FPs) desenvolvem a partir considerando as ações de seleção e sequenciamento das resoluções de alunos para serem discutidas coletivamente. Num contexto de formação inicial no Brasil, assente num caso multimídia de uma aula desenvolvida na perspectiva do ensino exploratório, foi realizada uma investigação qualitativa de cunho interpretativo incidindo sobre os momentos de discussão coletiva das sessões de formação os quais foram registados em audio. Os resultados revelam que os FPs identificaram e interpretaram diferentes ideias matemáticas subjacentes aos ...