scholarly journals Base de Conhecimento de Professores de Matemática: do Genérico ao Especializado

2017 ◽  
Vol 18 (2) ◽  
pp. 126
Author(s):  
Geison Mello ◽  
Jeferson Gomes Moriel Junior ◽  
Gladys Denise Wielewski
Keyword(s):  
Theoretical Model ◽  
Mathematics Teacher ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Theoretical Models ◽  
Specialized Knowledge ◽  
Knowledge For Teaching ◽  
Current State ◽  
Theoretical Perspectives ◽  
Mathematics Knowledge

Diversos pesquisadores se apoiaram na premissa de que existe uma base de conhecimentos necessários para se ensinar – knowledge base – para convalidar um corpus de saberes/conhecimentos mobilizados pelo professor no ato educativo, visando sua incorporação em cursos de preparação docente, dando origem a diversos modelos teóricos para descrever o referido conjunto de conhecimento. Entretanto, os modelos mais difundidos na literatura são genéricos e não dizem respeito a determinada disciplina, como a Física, Biologia, Geografia, ou a Matemática. Este artigo tem por objetivo discutir o atual estado do desenvolvimento dos modelos teóricos, que descrevem o conhecimento necessário para um professor ensinar Matemática. Para tanto, realizou-se um estudo analítico-interpretativo de três modelos teóricos, partindo do genérico e culminando no especializado, quais sejam: a tipologia de Lee Shulman, o Mathematical Knowledge for Teaching e o Mathematics Teacher’s Specialized Knwledge. Os resultados indicam que o Mathematics Teacher’s Specialized Knwledge – com seus dois domínios, seus seis subdomínios e as crenças nucleares – é atualmente o modelo teórico que responde com maior profundidade, clareza e consistência interna a pergunta: qual é o conjunto de conhecimentos especializados, que deve ter um professor para ensinar matemática? Este modelo teórico reforça que ser professor de matemática exige a construção de uma gama de conhecimentos que são altamente especializados, o que por sua vez implica em uma formação igualmente especializada, na valorização da profissão e na criação/manutenção de condições adequadas de preparação e trabalho.Palavras-chave: Conhecimento de Professores de Matemática. MKT. MTSK.AbstractSeveral researchers are based on the premise that there is a knowledge basis necessary to teaching to validate a corpus of knowledge mobilized in the Teacher’s practice, aiming at their incorporation into Teacher’s preparation courses, giving rise to different models to describe such set of knowledge. However, the most widespread models in the literature are generic and do not relate to a particular discipline, such as Physics, Biology, Geography or Mathematics. This article aims to discuss the current state of development of theoretical perspectives on the knowledge necessary for a mathematics Teacherr. To do so, an analytical-interpretative study was performed of three theoretical models, starting from the generic and culminating in the specialized, that are: the typology of Lee Shulman, the Mathematical Knowledge for Teaching and the Mathematics Teacher’s Specialized Knwledge. The results indicate that Mathematics Teacher’s Specialized Knwledge - its two domains, its six subdomains and nuclear beliefs - is the theoretical model that responds in greater depth, clarity and internal consistency the question: what is the set of specialized knowledge that is necessary to develop a mathematics Teacher? This theoretical model reinforces that being a mathematics Teacher requires the construction of a range of knowledge that is highly specialized, which in turn implies an equally specialized training, in the valuation of the profession and in the creation / maintenance of adequate conditions of preparation and work.Keywords: Mathematics Knowledge Teacher. MKT. MTSK.

scholarly journals Teachers’ Mathematics Knowledge for Teaching Early Algebra: A Systematic Review from the MKT Perspective

Mathematics ◽  
2021 ◽  
Vol 9 (20) ◽  
pp. 2590
Author(s):  
Nataly Pincheira ◽  
Ángel Alsina
Keyword(s):  
Systematic Review ◽  
Primary Education ◽  
Mathematical Knowledge ◽  
Empirical Studies ◽  
Mathematical Knowledge For Teaching ◽  
Early Algebra ◽  
Specialized Knowledge ◽  
Knowledge For Teaching ◽  
Mathematics Knowledge For Teaching ◽  
Mathematics Knowledge

The mathematical knowledge for teaching (MKT) model emerged from the advances proposed by Shulman in 1986 and 1987 as part of the teacher’s professional knowledge model, and refers to the mathematical knowledge that the teacher employs to carry out the instruction process in the classroom. MKT has become an international benchmark for research into mathematics education and boasts a great scope and impact to date. The objective of this study is to conduct a systematic review of the way in which the MKT of early algebra teachers has been conceptualized and empirically studied in the scientific literature from 2010 to 2021. A systematic search in the Web of Science and Scopus databases led to a review of 17 papers. The results show great advances in the conceptualization of mathematical knowledge for teaching early algebra, focusing mainly on primary education teachers and on specialized knowledge of the content. In turn, there is a predominance of studies that address functional thinking as a content area. We conclude that more empirical studies are needed that address the mathematical knowledge that childhood and primary education teachers have of early algebra.

scholarly journals Mathematics Teacher and Curriculum Quality, 2005 and 2016

AERA Open ◽  
2019 ◽  
Vol 5 (4) ◽  
pp. 233285841988052
Author(s):  
Heather C. Hill ◽  
Virginia Lovison ◽  
Thomas Kelley-Kemple
Keyword(s):  
Middle School Teachers ◽  
Great Recession ◽  
Mathematics Teacher ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Demographic Characteristics ◽  
Curriculum Materials ◽  
School Teachers ◽  
The Great Recession ◽  
Knowledge For Teaching

Efforts to improve teachers’ knowledge and to change the nature of curriculum materials have dominated mathematics reforms since the late 1990s. In this article, we compared middle school teachers’ mathematical knowledge for teaching (MKT) and curriculum use between 2005 and 2016 to assess progress toward these key goals. We found teachers’ MKT increased an amount equal to the average teacher in the 2005 sample improving five percentile points. However, No Child Left Behind’s attempts to encourage mathematics degrees in this population do not explain this increase, as teachers were less likely in 2016 than in 2005 to possess such a degree. Instead, our data are consistent with schools hiring more knowledgeable individuals during the Great Recession. Between surveys, the strength of the association between teacher MKT and student demographic characteristics decreased, although equity gaps still persist. Finally, our data suggest a modest movement toward standards-based curriculum materials over this period.

scholarly journals Mathematics Teacher Education in Turkey through the Lens of International TEDS-M Study

2021 ◽  
Vol 10 (2) ◽  
pp. 152
Author(s):  
Güneş Ertaş ◽  
Fatma Aslan-Tutak
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Mathematical Knowledge ◽  
Mathematics Teacher Education ◽  
Mathematical Knowledge For Teaching ◽  
Knowledge For Teaching ◽  
Education In Turkey ◽  
Education And Development

This paper is a part of a broader study which aims to investigate mathematics teacher candidates' mathematical knowledge for teaching (MKT) by using the Turkish translated versions of TEDS-M (Teacher Education and Development Study in Mathematics) Primary and Secondary Released Items. The sample of the study comprised freshman (first year) and senior (fourth and fifth year) students from primary and secondary mathematics teacher education programs. Firstly, this study aimed to examine differences in MKT of teacher candidates at the beginning and at the end of their undergraduate education. For both departments, senior students had statistically significant higher scores than freshman students. Secondly, this study also aimed to examine participating Turkish preservice mathematics teachers’ mathematical knowledge for teaching by using international results of TEDS-M Study. Participating senior preservice teachers’ correct response percentages were higher than international average in all domains except “data” in primary level, and “data”, “mathematical modelling” and “symmetry” in secondary level. The common content domains where primary and secondary preservice teachers’ percentages were lower than international average is “data”. In this paper, these areas will be examined within the context of Turkish education.

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