scholarly journals Aspectos Transversais da Articulação dos Conhecimentos Profissionais na Formação Inicial de Professores de Matemática

2020 ◽  
Vol 13 (1) ◽  
pp. 17-25
Author(s):  
Juliane Colling ◽  
Adriana Richit
Keyword(s):  
Teacher Education ◽  
Content Knowledge ◽  
Mathematics Teacher ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Basic Education ◽  
Mathematics Teacher Education ◽  
Professional Knowledge ◽  
Digital Technologies ◽  
Professional Organization

O artigo, que se baseia nos resultados de uma pesquisa de mestrado sobre as perspectivas de utilização das tecnologias digitais na formação inicial docente em matemática, evidencia e discute aspectos transversais da articulação das tecnologias digitais ao processo de desenvolvimento de conhecimentos profissionais na formação de professores. Tomando por referencial o conceito de conhecimento profissional de Lee Shulman e o construto sobre os conhecimentos pedagógico, tecnológico e do conteúdo – TPACK, a pesquisa buscou evidenciar as perspectivas de articulação dos conhecimentos tecnológico, pedagógico e do conteúdo (matemático) nas diversas atividades formativas de um Curso de Licenciatura em Matemática de uma universidade pública federal do Sul do Brasil. O material empírico da investigação, de natureza qualitativa e baseada em uma análise de conteúdo bardiniana, constituiu-se mediante a aplicação de questionários e realização de entrevistas com docentes e discentes do referido Curso, bem como análise dos Planos de Ensino das diversas componentes curriculares e demais atividades promovidas ao longo do processo formativo. Como resultado, identificamos quatro categorias de análise, sendo: perspectiva voltada à prática docente na Educação Básica; perspectiva voltada ao desenvolvimento de conhecimentos da Matemática; perspectiva voltada ao desenvolvimento de conhecimentos sobre as tecnologias e suas possibilidades pedagógicas; e perspectiva associada a aspectos transversais da formação e profissão docente, sendo esta última apresentada e discutida neste artigo. A análise dessa perspectiva mostrou que a articulação entre os conhecimentos pedagógicos, tecnológicos e do conteúdo é intrínseca ao próprio processo formativo no respectivo Curso, que relaciona estes conhecimentos de forma transversal nas distintas atividades no decorrer do percurso formativo. Os professores do Curso compreendem e evidenciam a importância de promover a formação dos futuros professores de matemática contemplando diferentes aspectos do conhecimento profissional, e o fazem numa perspectiva de transversalidade na medida em que promovem o uso de diferentes tecnologias também nas atividades de planejamento e gestão do ensino. Os acadêmicos do Curso, por sua vez, percebem as possibilidades de uso dos recursos digitais de forma articulada à prática docente, tendo uma percepção crítica e reflexiva de uso destes recursos nas suas práticas sociais, em sua organização profissional e nas práticas profissionais cotidianas. Os documentos analisados, igualmente, apontam para a importância e as possibilidades da articulação das tecnologias no desenvolvimento de diferentes conhecimentos profissionais subjacentes à formação docente em matemática, bem como à futura prática de sala aula na educação básica dos acadêmicos do Curso.   Palavras-chave: Conhecimento Pedagógico, Tecnológico e do Conteúdo. TPACK. Formação Inicial de Professores de Matemática. Tecnologias Digitais.   Abstract This paper, which is based on master research results concerning the perspectives of using digital technologies in mathematics teacher education, evidences and discusses transversal aspects of the articulation of digital technologies to the process of developing professional knowledge in teacher education. Based on the professional knowledge concept of Lee Shulman and on the theoretical construct related to pedagogical, technological and content knowledge – TPACK, the investigation aimed highlight perspectives to articulate technological, pedagogical and content (of math) knowledge in the distinct formative activities of a Mathematic Degree Course in a Brazil South’ federal public university. The empirical material of the research, which pursues a qualitative nature and bases on Bardin’ content analysis, was constituted from questionnaires and interviews realized with teachers and students of the Course, as well as analyses on teaching plans of all curricular components and distinct activities promoted during the Course. As result, we identified four categories: a perspective on teaching practice in Basic Education; perspective focused on the development of mathematical knowledge; perspective aimed at developing knowledge about technologies and their pedagogical possibilities; and perspective associated with transversal aspects to the teacher education and professional practice. In this article, we will discuss the last category. The analysis on this perspective highlighted that the articulation among pedagogical, technological, and content knowledge is inherent to the teacher education process of the Course, which relates this knowledge in a transversal way within the course’ disciplines. Teachers of the Course comprehend and evidence the importance to promote the education of prospective mathematics teachers taking into account the distinct professional knowledge aspects, and they do this on a perspective of transversally insofar as they also use technologies to plan and manage the teaching. Furthermore, students perceive the possibilities to use digital technologies in an integrated way to the teaching practice, developing a critical and reflexive perception related to the use of these resources in their social practices, professional organization, and everyday professional practices. Also, the documents analyzed point to the importance and possibilities arising from the articulation of digital technologies in the development of professional knowledge underlying to mathematics teacher education and future classroom practice in basic education of the Course’ students.   Keywords: Pedagogical, technological and content knowledge. TPACK. Prospective Teacher Education. Digital Technologies.

MATHEMATICS TEACHER EDUCATION AND THE FLEXIBLE USE OF TECHNOLOGIES IN DIGITAL AGE

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Hans-Georg Weigand
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Industrial Revolution ◽  
Empirical Studies ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Digital Age ◽  
Competence Model ◽  
Advantages And Disadvantages ◽  
Concept Representations

Advantages and disadvantages of the use of digital technologies (DT) in mathematics lessons are worldwidedissussed controversially. Many empirical studies show the benefitof the use of DT in classrooms. However, despite of inspiringresults, classroom suggestions, lesson plans and research reports,the use of DT has not succeeded, as many had expected during thelast decades. One reason is or might be that we have not been ableto convince teachers and lecturers at universities of the benefit ofDT in the classrooms in a sufficient way. However, to show thisbenefit has to be a crucial goal in teacher education because it willbe a condition for preparing teachers for industrial revolution 4.0.In the following we suggest a competence model, which classifies– for a special content (like function, equation or derivative) –the relation between levels of understanding (of the concept),representations of DT and different kind of classroom activities.The flesxible use of digital technologies will be seen in relationto this competence model, results of empirical investigations willbe intergrated and examples of the use of technologies in the upcoming digital age will be given.

Technology-Mediated Mathematics Teacher Development

2018 ◽  
pp. 194-222
Author(s):  
Patricio Herbst ◽  
Daniel Chazan ◽  
Vu Minh Chieu ◽  
Amanda Milewski ◽  
Karl W. Kosko ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Development ◽  
Mathematics Teacher ◽  
Design Research ◽  
Teaching Effectiveness ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Instrumental Genesis ◽  
Online Platform ◽  
Digital Environments

This chapter focuses on how digital technologies provide affordances for Practice-Based Mathematics Teacher Education (PBMTE) and maps needed research on technologically mediated teacher education. The chapter elaborates on Grossman's pedagogies of practice, describing how they can be enacted in digital environments. Using LessonSketch as a prototype of an online platform for PBMTE, the chapter describes what those pedagogies look like when mediated through technology by narrating three cases. The chapter maps needed research by describing how various research approaches including design research, teaching effectiveness, ecological, and instrumental genesis might be used to organize research on environments that support technologically mediated, practice-based mathematics teacher education.

Investigating Alignment Between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding

2017 ◽  
Vol 87 (2) ◽  
pp. 225-250 ◽  
Author(s):  
Amanda Jansen ◽  
Dawn Berk ◽  
Erin Meikle
Keyword(s):  
Teacher Education ◽  
Instructional Practices ◽  
Education Program ◽  
Mathematics Teacher ◽  
Classroom Practice ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Teaching Mathematics ◽  
Mathematical Explanations ◽  
The Impact

In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher teaching two lessons: one on a mathematics topic that was developed in their teacher education program (target topic) and one on a mathematics topic that was not addressed in their program (control topic). Based on their observations, the authors identified four instructional practices for teaching mathematics conceptually that the participants used in their classroom practice and found that these teachers were more likely to enact two of these instructional practices when teaching target topics: use of mathematical language to support students' sense making and use of visual representations. They also found that the teachers enacted two other instructional practices—use of story problems and pressing students for mathematical explanations—in both target and control topic lessons but did so with limitations in control topic lessons. For teacher education to influence teaching, the authors assert, it is important to develop content knowledge for teaching and pedagogical knowledge in tandem with developing beliefs.

scholarly journals Formação de professores de matemática e o ensino de polinômios Mathematics teacher education and teaching of polynomials

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Etienne Lautenschlager ◽  
Alessandro Jacques Ribeiro
Keyword(s):  
Teacher Education ◽  
Continuing Education ◽  
Mathematics Teacher ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mathematics Teacher Education ◽  
Pedagogical Knowledge ◽  
Interpretive Research

ResumoO presente artigo tem por objetivo investigar o conhecimento matemático de professores para o ensino de polinômios na Educação Básica. Escolheu-se o conceito de polinômio devido à sua importância dentro do conhecimento matemático e à sua pouca exploração em pesquisas que abordam do ensino e da aprendizagem de conteúdos algébricos. Trata-se de uma pesquisa qualitativa interpretativa, a qual se utilizou de sequências didáticas elaboradas pelos professores em suas análises, as quais foram realizadas à luz do trabalho de Ball e colaboradores. As conclusões de nossa investigação apontam que as sequências didáticas destinadas ao ensino dos polinômios elaboradas pelos professores contemplam aspectos de um conhecimento matemático para o ensino puramente relacionado a aspectos procedimentais e, muitas vezes, desprovido de significados. Alerta-se para a urgência da formação continuada, com foco não somente nos conhecimentos pedagógicos, mas também nos conhecimentos específicos matemáticos. AbstractThis article aims to investigate the mathematical knowledge of teachers for the teaching of polynomials in Basic Education. The concept of polynomial was chosen due to its importance within the mathematical knowledge and to its little exploration in research that deals with the teaching and learning of algebraic contents. It is a qualitative interpretive research, which used didactic sequences elaborated by the teachers in their analyzes, which are realized under Ball and colleagues’ work. The conclusions of our investigation indicate that the didactic sequences destined to the teaching of the polynomials, elaborated by the teachers, contemplate aspects of a mathematical knowledge for the teaching purely related to procedural aspects and, often, devoid of meanings. It is alerted to the urgency of continuing education, focusing not only on pedagogical knowledge but also on specific mathematical knowledge.

Technology-Mediated Mathematics Teacher Development

2016 ◽  
pp. 78-106 ◽  
Author(s):  
Patricio Herbst ◽  
Daniel Chazan ◽  
Vu Minh Chieu ◽  
Amanda Milewski ◽  
Karl W. Kosko ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Development ◽  
Mathematics Teacher ◽  
Design Research ◽  
Teaching Effectiveness ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Instrumental Genesis ◽  
Online Platform ◽  
Digital Environments

This chapter focuses on how digital technologies provide affordances for Practice-Based Mathematics Teacher Education (PBMTE) and maps needed research on technologically mediated teacher education. The chapter elaborates on Grossman's pedagogies of practice, describing how they can be enacted in digital environments. Using LessonSketch as a prototype of an online platform for PBMTE, the chapter describes what those pedagogies look like when mediated through technology by narrating three cases. The chapter maps needed research by describing how various research approaches including design research, teaching effectiveness, ecological, and instrumental genesis might be used to organize research on environments that support technologically mediated, practice-based mathematics teacher education.

scholarly journals Student teachers’ views of their experiences in a Bachelor’s programme

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Sene Van Heerden ◽  
Yusuf Sayed ◽  
Zahraa McDonald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Content Knowledge ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Data Generation ◽  
Initial Development ◽  
Pedagogic Content Knowledge

Background: It is widely accepted that the quality of schools depends on the quality of teachers. Understanding what occurs while learning to teach is an important pursuit for acquiring a sense of the quality of teachers. The initial development of teachers is a critical point from which to activate such understanding.Aim: This study, therefore, examines the ways in which pedagogic content knowledge is developed within experiences that relate to initial teacher education programmes. Pedagogic content knowledge is a concept describing a form of knowledge related to transmitting subject matter knowledge to learners.Setting: A qualitative study was conducted with a cohort of participants in the final year of a bachelor’s degree programme.Methods: Data generation ensued from focus group discussions, complemented by questionnaire data. The study analysed data categorised according to themes.Results: Findings demonstrate that the participants found their initial teacher education programme to have had positive and negative influences with regard to the development of pedagogic content knowledge. Administrative duties, adapting to school contexts, relationships with people of influence (such as lecturers during initial teacher education and mentor teachers), teaching practice (which had the most profound influence on classroom practice) and professional knowledge and skills as taught during initial teacher education were all factors that had an impact on participants’ experiences in developing their pedagogic content knowledge.Conclusion: This paper argues for the need to rethink the structure of initial teacher education programmes in order to better facilitate the development of pedagogic content knowledge.

scholarly journals Characteristics of teacher knowledge produced by pre-service mathematics teachers: the case of open-ended problem-based learning

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Jani Hannula
Keyword(s):  
Teacher Education ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Problem Based Learning ◽  
Learning Task ◽  
Mathematical Concepts ◽  
University Level

One major issue in mathematics teacher education regards the role of university-level mathematics in teacher knowledge. In the context of a design-based research project, an advanced mathematics teacher education course aimed at strengthening the connections between university-level mathematics and school mathematics was developed. In this paper, I present a case study, conducted within the education course, in which I analyse the characteristics of teacher knowledge produced by five small groups of pre-service teachers in an open-ended problem-based learning task. The results indicate the problem-based learning approach has the potential for enhancing specialised content knowledge such as knowledge of different representations of and applications of mathematical concepts. The results also highlight the challenges in using this approach for enhancing horizon content knowledge such as knowledge about the relationships between mathematical concepts. The findings in this case study suggest that problem-based learning can be used to develop mathematics teacher education, although further research is needed to design instructional practices that enhance pre-service teachers’ horizon content knowledge.

scholarly journals The Impact of Teaching Practice on Female Students’ Preparation for Mathematics Teacher Education Programme in Delta State University, Abraka, Nigeria

2021 ◽  
Vol 20 (12) ◽  
pp. 35-48
Author(s):  
Sunday Bomboi IJEH ◽  
Onoriode Collins POTOKRI
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Teaching Practice ◽  
Mathematics Teacher Education ◽  
Education Programme ◽  
Female Students ◽  
State University ◽  
Teacher Education Programme ◽  
The Impact ◽  
Delta State University

This small sample study was conducted to investigate the impact of teaching practice on female students’ preparation for mathematics teacher education programme. The design adopted was a descriptive survey research design. A sample of 30 female students was selected from 50 students who have participated in teaching practice programme for the degree programme at Delta State University, Abraka, Nigeria. Data were collected through closed-ended and open-ended questionnaires administered to the sampled students, and teaching practice supervisors, co-coordinators, and heads of Departments from the school where the students did their teaching practice respectively. The data were analysed using descriptive statistics and by categorising the responses of the participants according to the theme of the study. The findings include, amongst others that teaching practice beyond enhancing the students’ preparation for mathematics education programme, it helps female students to develop more interest and confidence in studying and teaching mathematics. Following the findings, recommendations for mathematics teacher education programme were made. It was recommended amongst others, that there is need to continue to use teaching practice programme to prepare pre-service teachers in mathematics education.

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