Publicação
A álgebra na formação inicial de professores dos primeiros anos: Uma experiência de formação
| Resumo: | This research project analyzes the development of algebraic thinking of future teachers and educators and their learning about the teaching and learning of algebra in the early years, in the scope of a training experiment within an exploratory approach, with particular emphasis on situations involving mathematical modeling. The study follows a qualitative approach, using case studies. The participants are students from a class of Algebra and Functions course of a teacher education program, taught by the first author. Four prospective teachers are selected for case studies. Data are collected by two questionnaires applied to the 20 students of the class before and after the training experiment. Three individual interviews were also conducted at different moments of the training experiment with four students, based on mathematical tasks dealing with different topics of algebra. Data sources are also provided by participant observation and by documents produced by the future teachers. This article presents data on work done by the class and, in particular, by Alice, in the scope of the work with mathematical modeling. The results relate to the development of algebraic thinking of the future teachers and their understanding of the teaching and learning of algebra in the early years, in the scope of the training experiment, when analyzing the productions of students from the 6th grade and reflecting on the approach followed by the teacher to develop their students’ ability to resolve situations of modeling. Future teachers identify key issues that aim at the development of students’ algebraic thinking. |
|---|---|
| Autores principais: | Branco, Neusa |
| Outros Autores: | da Ponte, João Pedro |
| Assunto: | Formação inicial de professores Ensino elementar Experiência de formação Ensino aprendizagem da Álgebra Formación inicial del profesorado Enseñanza primaria Experiencia de formación Enseñanza/aprendizaje del álgebra Future teachers’ education program Elementary school Teaching experiment Teaching and learning of algebra |
| Ano: | 2011 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Instituição associada: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Idioma: | português |
| Origem: | Indagatio Didactica |
| Resumo: | This research project analyzes the development of algebraic thinking of future teachers and educators and their learning about the teaching and learning of algebra in the early years, in the scope of a training experiment within an exploratory approach, with particular emphasis on situations involving mathematical modeling. The study follows a qualitative approach, using case studies. The participants are students from a class of Algebra and Functions course of a teacher education program, taught by the first author. Four prospective teachers are selected for case studies. Data are collected by two questionnaires applied to the 20 students of the class before and after the training experiment. Three individual interviews were also conducted at different moments of the training experiment with four students, based on mathematical tasks dealing with different topics of algebra. Data sources are also provided by participant observation and by documents produced by the future teachers. This article presents data on work done by the class and, in particular, by Alice, in the scope of the work with mathematical modeling. The results relate to the development of algebraic thinking of the future teachers and their understanding of the teaching and learning of algebra in the early years, in the scope of the training experiment, when analyzing the productions of students from the 6th grade and reflecting on the approach followed by the teacher to develop their students’ ability to resolve situations of modeling. Future teachers identify key issues that aim at the development of students’ algebraic thinking. |
|---|