Author(s): Alves, Aureliano Oliveira ; Lima, Ivoneide Pinheiro de ; Silva, Joselma Ferreira Lima e
Date: 2021
Origin: Oasisbr
Subject(s): Meaningful Learning. State of the Matter. Continuing Education. Mathematics Teacher. Research Knowledge.; Aprendizaje Significativo. Estado de la Cuestión. Formación continua. Profesor de Matemáticas. Conocimiento de Investigación.; Continuing education. Mathematics Teacher. Meaningful learning. Research knowledge. State of the matter.
El artículo trae discusiones sobre el conocimiento de investigación en la educación continua de los profesores de Matemáticas para el Aprendizaje Significativo. Se trata de una revisión de la literatura que planteó la siguiente pregunta para la construcción del Estado de la Cuestión: ¿Qué ya se ha producido académicamente, sobre las contribuciones de la práctica investigadora al desarrollo de aprendizajes significativos, considerando la práctica pedagógica del docente de 6º grado Matemáticas en su educación continua? El objetivo fue mapear lo que existe de producción científica acerca del conocimiento de investigación en la formación continua de profesores de Matemáticas para el aprendizaje significativo. Para las búsquedas en las bases de datos, se aplicó el período de tiempo 2000-2021. La discusión teórico-metodológica es apoyada por Ausubel (2003), Moreira (2012), Therrien (2010), entre otros. Los resultados apuntan que hay poquísima producción de trabajos que abordan las categorías de conocimiento de investigación y aprendizaje significativo en la discusión del conocimiento del docente de Matemáticas, lo que nos lleva a considerar que esta es una categoría que aún no se ha consolidado. Es necesario investigar, debatir y reflexionar sobre sus necesidades formativas.
The article brings discussions about the knowledge of research in the continuing education of teachers of Mathematics for Meaningful Learning. This is a literature review that raised the following question for the construction of the State of the Question: what has already been produced academically about the contributions of research practice to the development of meaningful learning, considering the pedagogical practice of the Mathematics teacher at 6th year, in his/her continuing education? This aimed to map what exists of scientific production on Research Knowledge in the continuing education of Mathematics teachers for Meaningful Learning. For searches in the databases we applied the 2000-2021 time frame. The theoretical-methodological discussion is supported by Ausubel (2003), Moreira (2012), Therrien (2010), among others. The results show that there is very little production of papers addressing the Research Knowledge and Meaningful Learning categories in the discussion of the Mathematics teacher's knowledge, which leads us to consider that this is a category that has not yet been consolidated. It is increasingly necessary to research, discuss and reflect on their training needs.
The article brings discussions about the knowledge of research in the continuing education of teachers of Mathematics for Meaningful Learning. This is a literature review that raised the following question for the construction of the State of the Question: what has already been produced academically about the contributions of research practice to the development of meaningful learning, considering the pedagogical practice of the Mathematics teacher at 6th year, in his/her continuing education? This aimed to map what exists of scientific production on Research Knowledge in the continuing education of Mathematics teachers for Meaningful Learning. For searches in the databases we applied the 2000-2021 time frame. The theoretical-methodological discussion is supported by Ausubel (2003), Moreira (2012), Therrien (2010), among others. The results show that there is very little production of papers addressing the Research Knowledge and Meaningful Learning categories in the discussion of the Mathematics teacher's knowledge, which leads us to consider that this is a category that has not yet been consolidated. It is increasingly necessary to research, discuss and reflect on their training needs.
