38 documents found, page 1 of 4
O uso da linguagem algébrica no 9.º ano: estratégias, significados e dificuldades
Aguiar, Kelly; Ponte, João Pedro da; Mata-Pereira, JoanaO objetivo deste artigo é caracterizar o uso da linguagem algébrica por alunos de 9.º ano, no que se refere a estratégias, significados e dificuldades. Para tal, discutimos as produções decorrentes da realização de uma tarefa de cunho algébrico por seis alunos. Os resultados mostram o uso de estratégias simbólicas e de estratégias baseadas na reflexão informal e a atribuição de significados adequados a símbolos...
Prospective mathematics teachers’ views of their learning in a lesson study
Ponte, João Pedro da; Quaresma, Marisa; Mata-Pereira, JoanaNuestro objetivo es identificar lo que los futuros profesores de matemáticas indicaron que aprendieron con respecto a las matemáticas y la enseñanza de las matemáticas al participar en un estudio de clases. El marco teórico está respaldado por modelos sobre el conocimiento de los docentes y los procesos de aprendizaje de los futuros docentes. La metodología es cualitativa e interpretativa, con datos recogidos p...
Prospective mathematics teachers' views of their learning in a lesson study
Ponte, João Pedro da; Quaresma, Marisa; Mata-Pereira, JoanaWe aim to identify what prospective mathematics teachers indicated that they learned regarding mathematics and mathematics teaching as they participated in a lesson study. The theoretical framework is supported by models about teachers’ knowledge and prospective teachers learning processes. The methodology is qualitative and interpretative, with data collected by interviews and documents made by participants. T...
Preparing, leading, and reflecting on whole-class discussions: How prospective ...
Martins, Micaela; Ponte, João Pedro da; Mata-Pereira, JoanaThis research aims to understand how prospective teachers develop their knowledge about whole-class discussions during a lesson study. Following a qualitative approach, we focus on the work of three prospective mathematics teachers preparing, leading, and reflecting on whole-class discussions. Data was collected through participant observation with field notes, audio recordings, and document collection. The res...
Learning to promote students’ mathematical reasoning: Lesson study contribution...
Martins, Micaela; Ponte, João Pedro da; Mata-Pereira, JoanaThe aim of this study is to understand how prospective teachers can develop their knowledge about how to promote students’ mathematical reasoning in a set of sequential lesson studies. The research follows a qualitative approach and addresses the case of a prospective teacher without teaching experience. Data was analyzed according to a set of principles regarding the characteristics of tasks and the teacher’s ...
Conhecimento matemático de futuros professores: aprendizados realizados num est...
Vieira, Raquel; Ponte, João Pedro da; Mata-Pereira, JoanaO nosso objetivo é conhecer os aprendizados no domínio do conhecimento matemático, no tópico de Sequências e Regularidades, realizados por duas futuras professoras dos anos iniciais durante a sua participação num estudo de aula, e conhecer as suas percepções acerca do seu aprendizado. Seguimos uma abordagem qualitativa, no quadro do paradigma interpretativo e integrada numa investigação baseada em design. Recol...
Teachers’ learning in lesson study: insights provided by a modifed version of t...
Ponte, João Pedro da; Quaresma, Marisa; Mata-Pereira, JoanaIn the research reported in this paper, using a modifed version of the interconnected model of teacher professional growth (IMTPG) proposed by Clarke and Hollingsworth (Teaching Teacher Educ 18:947–967, 2002), we aimed to understand the learning dynamics in a lesson study of a group of fve teachers of grades 5–6, during their work around mathematical tasks and in the elaboration and analysis of a diagnostic tes...
Teachers’ Understanding of Generalizing and Justifying in a Professional Develo...
Santos, Leonor; Mata-Pereira, Joana; Ponte, João Pedro da; Oliveira, HéliaA teaching practice consistent with the development of students’ mathematical reasoning requires teachers to hold a profound understanding of mathematical reasoning. The aim of this research is to study the development of middle and secondary mathematics teachers’ understanding about the processes of generalizing and justifying in a professional development course. Data collection included observation of the co...
Task design and enactment: Developing in-service and prospective teachers’ dida...
Gomes, Paula; Martins, Micaela; Quaresma, Marisa; Mata-Pereira, Joana; Ponte, João Pedro daDesigning tasks to foster students’ learning is challenging for teachers. In this article, we aim to understand how designing, enacting, and reflecting on tasks promotes the development of inservice and prospective teachers’ didactical knowledge during lesson study. Data was collected through participant observation with audio recordings and document collection. Data analysis was based on a category system for ...
The development of teachers' knowledge in a lesson study
Ponte, João Pedro da; Quaresma, Marisa; Mata-Pereira, JoanaPurpose – This paper seeks to understand how teachers’ mathematical knowledge for teaching (MKT) is developed during a lesson study regarded as a professional development process that places particular emphasis on teachers’ knowledge of tasks, representations and students’ learning. Design/methodology/approach – This study is based on the networking of two theories, namely the Interconnected Model of Teacher Pr...