scholarly journals Desenvolvimento dos Modelos de Conhecimento Especializado de professores de Biologia, Física e Química

2021 ◽  
Vol 3 (1) ◽  
pp. 33-53
Author(s):  
Mónica Luís ◽  
◽  
Susel Soares ◽  
Stela Lima ◽  
Marcela Marques ◽  
...  
Keyword(s):  
Mathematics Teacher ◽  
Theoretical Models ◽  
Single Model ◽  
Specialized Knowledge ◽  
Content Domain

In this article we approach the transposition of theoretical models on the specialized knowledge that teachers have to teach the subjects Biology, Physics and Chemistry that were based on the model of Mathematics Teacher of the Specialized Knowledge, the MTSK. For that, we trace the trajectory of the construction of specialized models and then we bring the theoretical diversifications between the models of Biology, Physics and Chemistry comparing them with each other revealing the aspects that distinguish and / or approximate them and that support the negative for the transposition of a single model of Sciences based on the particularities identified both in the scope of the content domain and in the pedagogical domain.

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.

Urgently strategic insights to resolve the Nigerian food security crisis

2019 ◽  
Vol 49 (1) ◽  
pp. 77-85 ◽  
Author(s):  
Kenneth David Strang ◽  
Ferdinand Che ◽  
Narasimha Rao Vajjhala
Keyword(s):  
Developing Countries ◽  
Food Security ◽  
Expert Knowledge ◽  
Theoretical Models ◽  
Consensual Qualitative Research ◽  
Specialized Knowledge ◽  
Final Model ◽  
Local Agriculture ◽  
Rural Nigeria ◽  
Agriculture Extension

The food security crisis is a serious worldwide predicament in developing countries but it is a relatively larger problem in Nigeria. We argued there was no solution for the Nigerian food security crisis because researchers had not customized theoretical models with data-driven priorities grounded on local agriculture subject matter expert knowledge. We collected data from local agriculture extension workers who had specialized knowledge of the problems. We applied the consensual qualitative research method with embedded nominal brainstorming and multiple correspondence statistical techniques at the group level of analysis to develop a proposed solution. Our final model highlighted strategically urgent ideas to increase agriculture productivity and appease the most severe constraints in rural Nigeria. The results extended what was already published in the literature and should generalize to rural farmers in Nigeria as well as to government policymakers in developing countries around the world.

Dietary Change and Human Population at Indian Creek, Antigua

1985 ◽  
Vol 50 (3) ◽  
pp. 518-536 ◽  
Author(s):  
Alick R. Jones
Keyword(s):  
Human Population ◽  
Theoretical Models ◽  
Dietary Change ◽  
Bivalve Mollusks ◽  
Resource Exploitation ◽  
Faunal Remains ◽  
Single Model ◽  
Animal Food ◽  
Indian Creek ◽  
Food Consumed

The midden at Indian Creek, Antigua, is very probably a nearly complete record of the animal food consumed by the inhabitants over about 1,100 years of occupation. During that time the resource exploitation pattern changed in a number of major and minor ways. The most obvious change, when crab gave way to bivalve mollusks as an important dietary element, has been examined in some detail and the possible causes for the change discussed. Although the data presented here could be used for a variety of theoretical models it seems likely that no single model is sufficient to explain all the changes. The faunal remains obtained from the excavation have been used to calculate the amount of protein represented and this in turn used to calculate the approximate mean human population over the period of occupation. The figure obtained is between 21-53 depending upon the criteria adopted. The possible sources of error in the calculations are identified and discussed.

scholarly journals THEORETICAL MODELS OF WELL-BEING: SUBJECTIVE, PSYCHOLOGICAL, SENSE OF LIFE, SELF-ESTEEM AND OPTIMISM

2021 ◽  
Keyword(s):  
Quality Of Life ◽  
Literature Review ◽  
Theoretical Models ◽  
Well Being ◽  
Self Esteem ◽  
Subjective Well Being ◽  
Single Model ◽  
Psychological Measures ◽  
Psychological Sense

This work aimed to carry out a literature review on the theoretical models of well-being. Specifically, subjective well-being and psychological well-being, in addition to constructs that also promote quality of life, namely, the meaning of life, self-esteem and optimism. For this, the research was structured to present the definitions around the concept of well-being. Then, it tried to conceptualize, to know the psychological measures and studies that demonstrate the relation between sense of life, self-esteem and optimism. In this way, this review demonstrated how research conceives the phenomena in question, showing that it is not up to a single model to understand healthy psychological adjustment, but based on its multidimensionality observed in different constructs.

scholarly journals An efficient interpolation technique for jump proposals in reversible-jump Markov chain Monte Carlo calculations

2015 ◽  
Vol 2 (6) ◽  
pp. 150030 ◽  
Author(s):  
W. M. Farr ◽  
I. Mandel ◽  
D. Stevens
Keyword(s):  
Monte Carlo ◽  
Markov Chain ◽  
Markov Chain Monte Carlo ◽  
Theoretical Models ◽  
Reversible Jump ◽  
Single Model ◽  
Parameter Spaces ◽  
Interpolation Technique ◽  
Important Challenge ◽  
Tree Data Structure

Selection among alternative theoretical models given an observed dataset is an important challenge in many areas of physics and astronomy. Reversible-jump Markov chain Monte Carlo (RJMCMC) is an extremely powerful technique for performing Bayesian model selection, but it suffers from a fundamental difficulty and it requires jumps between model parameter spaces, but cannot efficiently explore both parameter spaces at once. Thus, a naive jump between parameter spaces is unlikely to be accepted in the Markov chain Monte Carlo (MCMC) algorithm and convergence is correspondingly slow. Here, we demonstrate an interpolation technique that uses samples from single-model MCMCs to propose intermodel jumps from an approximation to the single-model posterior of the target parameter space. The interpolation technique, based on a kD-tree data structure, is adaptive and efficient in modest dimensionality. We show that our technique leads to improved convergence over naive jumps in an RJMCMC, and compare it to other proposals in the literature to improve the convergence of RJMCMCs. We also demonstrate the use of the same interpolation technique as a way to construct efficient ‘global’ proposal distributions for single-model MCMCs without prior knowledge of the structure of the posterior distribution, and discuss improvements that permit the method to be used in higher dimensional spaces efficiently.

scholarly journals PROBLEMATIZACIÓN Y CONOCIMIENTO ESPECIALIZADO DEL FORMADOR DE PROFESORES DE MATEMÁTICAS

PARADIGMA ◽  
2020 ◽  
pp. 251-270
Author(s):  
Hugo Parra-Sandoval
Keyword(s):  
Teacher Knowledge ◽  
Mathematics Teacher ◽  
Teacher Educator ◽  
Specialized Knowledge ◽  
Educational Transformation ◽  
Mathematics Teacher Educator ◽  
The Subject ◽  
The Relationship ◽  
Reflection On Practice ◽  
Teacher Trainer

Se presenta una reflexión sobre el lugar que ocupa la problematización en el conocimiento del formador de profesores de matemáticas. Tanto la problematización de saberes como los estudios sobre el formador de profesores son temas que se han trabajado escasamente y mucho menos se ha visto cómo ellos se pueden articular para mejorar los procesos de formación de profesores de matemáticas. La problematización es un término bastante utilizado en la formación de docentes; sin embargo, poco se ha profundizado sobre su naturaleza y desarrollo en los procesos formativos; de igual manera, los avances en el tema del conocimiento del formador de profesores no han sido tampoco muy trabajados, a pesar de la importancia que se le reconoce a este actor en los procesos de transformación educativa. Para abordar la relación entre la problematización y el conocimiento especializado del profesor en los procesos de formación, desarrollamos algunas ideas sobre los tipos de conocimientos que un formador de profesores de matemáticas debería tener; luego se aclara lo que se entiende por problematización, su caracterización y las condiciones para que ésta se desarrolle en los procesos formativos. Finalmente se reconoce que son los espacios formativos donde la problematización y el conocimiento del formador de profesores se complementan para lograr procesos formativos caracterizados por la reflexión sobre la práctica. Concluimos con una serie de ideas de lo que podría ser una agenda de investigación sobre estos dos aspectos: el de la problematización y el conocimiento del formador de profesoresPalabras claves: Formador de Profesores, Problematización, Conocimiento del profesorProblematização e conhecimento especializado do professor de MatemáticaResumoÉ apresentada uma reflexão sobre o lugar que a problematização ocupa no conhecimento do formador de professores de matemática. Tanto a problematização do conhecimento quanto os estudos sobre o professor formador são assuntos pouco trabalhados, muito menos visto como eles podem ser articulados para melhorar os processos de formação de professores de matemática. Problematização é um termo amplamente utilizado na formação de professores; no entanto, pouco foi feito sobre sua natureza e desenvolvimento nos processos de treinamento; Da mesma forma, os avanços no tema do conhecimento do professor formador também não foram muito trabalhados, apesar da importância que esse ator é reconhecido nos processos de transformação educacional. Para abordar a relação entre problematização e conhecimento especializado de professores em processos de treinamento, algumas idéias são desenvolvidas sobre os tipos de conhecimento que um professor de matemática deve ter; Em seguida, esclarece-se o que se entende por problematização, sua caracterização e as condições para que ele se desenvolva nos processos de treinamento. Por fim, reconhece-se que são os espaços de formação em que a problematização e o conhecimento do professor formador se complementam para alcançar processos de formação caracterizados pela reflexão sobre a prática. Conclui com uma série de idéias do que poderia ser uma agenda de pesquisa sobre esses dois aspectos: o da problematização e o conhecimento do professor formadorPalavras chaves: Formador de Professores, Problematização, Conhecimento do professorProblematization and specialized knowledge of the Mathematics Teacher´s EducatorAbstractA reflection is presented on the place that problematization occupies in the knowledge of the mathematics teacher trainer. Both the problematization of knowledge and studies on the teacher educator are subjects that have been scarcely worked on, much less seen how they can be articulated to improve the training processes of mathematics teachers. Problematization is a term widely used in teacher training; however, little has been done about its nature and development in the training processes; in the same way, the advances in the subject of the knowledge of the teacher educator have not been much worked either, in spite of the importance that this actor is recognized in the processes of educational transformation. To address the relationship between problematization and specialized teacher knowledge in training processes, some ideas are developed about the types of knowledge that a mathematics teacher educator should have; Then it is clarified what is meant by problematization, its characterization and the conditions for it to develop in training processes. Finally, it is recognized that they are the training spaces where the problematization and the knowledge of the teacher educator complement each other to achieve training processes characterized by reflection on practice. It concludes with a series of ideas of what could be a research agenda on these two aspects: that of problematization and the knowledge of the teacher educatorKeywords: Teacher Educator, Problematization, Teacher knowledge

scholarly journals El conocimiento especializado de um maestro de primaria cuando enseña la resta

Zetetike ◽  
2021 ◽  
Vol 29 ◽  
pp. e021004
Author(s):  
Mercedes Alberca ◽  
Luis Carlos Contreras
Keyword(s):  
Mathematics Teacher ◽  
Specialized Knowledge

Esta pesquisa visa compreender o conhecimento especializado que um professor de matemática possui em relação à subtração, em cujo processo de ensino utiliza algoritmos abertos baseados em números (método ABN), utilizando o modelo Mathematics Teacher Specialized Knowledge (MTSK) para sua análise. Para o efeito, foi realizado um estudo de caso de um professor primário do segundo ano de uma Escola Concertada de Huelva. A partir das transcrições das gravações de quatro atividades em que a subtração é trabalhada, bem como de uma posterior entrevista semiestruturada, foram obtidas evidências e indícios que mostram que o professor possui conhecimento especializado em subdomínios de conhecimento de conteúdo e conhecimento didático conteúdo, o que nos permite presumir uma relação entre esse conhecimento e a formação docente no método ABN.

scholarly journals Mathematical Specialized Knowledge of a Mathematics Teacher Educator for Teaching Divisibility

2021 ◽  
Vol 15 (3) ◽  
pp. 187-210
Author(s):  
Marieli Vanessa Rediske de Almeida ◽  
Miguel Ribeiro ◽  
Dario Fiorentini
Keyword(s):  
Secondary Teachers ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Division Algorithm ◽  
Specialized Knowledge ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator ◽  
Prospective Secondary Teachers

The knowledge of Mathematics teachers has been a very prominent focus of attention in the last decades. However, it leaves aside one of the dimensions involved in the development of this type of knowledge, specifically the knowledge of Mathematics teacher educators. In this paper, we discuss a mathematics teacher educator’s knowledge in the context of classes on Euclid’s division algorithm theorem in a Number Theory course for prospective secondary teachers. Some indicators of this specialized knowledge of mathematics teacher educators are presented and discussed.

scholarly journals Conhecimentos Especializados mobilizados em uma aula prática de Biologia sobre sistema respiratório

2021 ◽  
Vol 3 (1) ◽  
pp. 81-100
Author(s):  
Marcela Marques ◽  
◽  
Susel Soares ◽  
Jeferson Moriel Junior ◽  
◽  
...  
Keyword(s):  
Theoretical Model ◽  
Knowledge Base ◽  
Respiratory System ◽  
Teaching Practice ◽  
Theoretical Models ◽  
Specialized Knowledge ◽  
Biology Teachers ◽  
Teaching Knowledge ◽  
School Subjects ◽  
Data Source

In the 1980s there was an intensification of research on the teaching knowledge base, with a configuration of typologies widely used today. Some of them have been the basis for the creation of specific and specialized theoretical models for different school subjects, pioneering in Mathematics. The objective of this research is to use the recent theoretical model of Biological Teachers 'Specialized Knowledge, the Biology Teachers' Specialized Knowledge - BTSK, as a tool for the analysis of practical biology classes on the respiratory system. We carried out a qualitative, interpretative investigation, whose data source was a report of teaching practice on the said Biology theme through the Repertoire of Professional and Pedagogical Experience - PaP-eR and we used the instrument of analysis of specialized knowledge (iMTSK) adapted to Biology. As a result, in addition to the characterizations of the mobilized knowledge, they were identified among the subdomains, identifying the specialized character and determining the legitimacy of BTSK as a tool for understanding and improving teacher training.

scholarly journals PROBLEMATIZACIÓN Y CONOCIMIENTO ESPECIALIZADO DEL FORMADOR DE PROFESORES DE MATEMÁTICAS

PARADIGMA ◽  
2020 ◽  
pp. 251-270
Author(s):  
Hugo Parra-Sandoval
Keyword(s):  
Teacher Knowledge ◽  
Mathematics Teacher ◽  
Teacher Educator ◽  
Specialized Knowledge ◽  
Educational Transformation ◽  
Mathematics Teacher Educator ◽  
The Subject ◽  
The Relationship ◽  
Reflection On Practice ◽  
Teacher Trainer

Se presenta una reflexión sobre el lugar que ocupa la problematización en el conocimiento del formador de profesores de matemáticas. Tanto la problematización de saberes como los estudios sobre el formador de profesores son temas que se han trabajado escasamente y mucho menos se ha visto cómo ellos se pueden articular para mejorar los procesos de formación de profesores de matemáticas. La problematización es un término bastante utilizado en la formación de docentes; sin embargo, poco se ha profundizado sobre su naturaleza y desarrollo en los procesos formativos; de igual manera, los avances en el tema del conocimiento del formador de profesores no han sido tampoco muy trabajados, a pesar de la importancia que se le reconoce a este actor en los procesos de transformación educativa. Para abordar la relación entre la problematización y el conocimiento especializado del profesor en los procesos de formación, desarrollamos algunas ideas sobre los tipos de conocimientos que un formador de profesores de matemáticas debería tener; luego se aclara lo que se entiende por problematización, su caracterización y las condiciones para que ésta se desarrolle en los procesos formativos. Finalmente se reconoce que son los espacios formativos donde la problematización y el conocimiento del formador de profesores se complementan para lograr procesos formativos caracterizados por la reflexión sobre la práctica. Concluimos con una serie de ideas de lo que podría ser una agenda de investigación sobre estos dos aspectos: el de la problematización y el conocimiento del formador de profesoresPalabras claves: Formador de Profesores, Problematización, Conocimiento del profesorProblematização e conhecimento especializado do professor de MatemáticaResumoÉ apresentada uma reflexão sobre o lugar que a problematização ocupa no conhecimento do formador de professores de matemática. Tanto a problematização do conhecimento quanto os estudos sobre o professor formador são assuntos pouco trabalhados, muito menos visto como eles podem ser articulados para melhorar os processos de formação de professores de matemática. Problematização é um termo amplamente utilizado na formação de professores; no entanto, pouco foi feito sobre sua natureza e desenvolvimento nos processos de treinamento; Da mesma forma, os avanços no tema do conhecimento do professor formador também não foram muito trabalhados, apesar da importância que esse ator é reconhecido nos processos de transformação educacional. Para abordar a relação entre problematização e conhecimento especializado de professores em processos de treinamento, algumas idéias são desenvolvidas sobre os tipos de conhecimento que um professor de matemática deve ter; Em seguida, esclarece-se o que se entende por problematização, sua caracterização e as condições para que ele se desenvolva nos processos de treinamento. Por fim, reconhece-se que são os espaços de formação em que a problematização e o conhecimento do professor formador se complementam para alcançar processos de formação caracterizados pela reflexão sobre a prática. Conclui com uma série de idéias do que poderia ser uma agenda de pesquisa sobre esses dois aspectos: o da problematização e o conhecimento do professor formadorPalavras chaves: Formador de Professores, Problematização, Conhecimento do professorProblematization and specialized knowledge of the Mathematics Teacher´s EducatorAbstractA reflection is presented on the place that problematization occupies in the knowledge of the mathematics teacher trainer. Both the problematization of knowledge and studies on the teacher educator are subjects that have been scarcely worked on, much less seen how they can be articulated to improve the training processes of mathematics teachers. Problematization is a term widely used in teacher training; however, little has been done about its nature and development in the training processes; in the same way, the advances in the subject of the knowledge of the teacher educator have not been much worked either, in spite of the importance that this actor is recognized in the processes of educational transformation. To address the relationship between problematization and specialized teacher knowledge in training processes, some ideas are developed about the types of knowledge that a mathematics teacher educator should have; Then it is clarified what is meant by problematization, its characterization and the conditions for it to develop in training processes. Finally, it is recognized that they are the training spaces where the problematization and the knowledge of the teacher educator complement each other to achieve training processes characterized by reflection on practice. It concludes with a series of ideas of what could be a research agenda on these two aspects: that of problematization and the knowledge of the teacher educatorKeywords: Teacher Educator, Problematization, Teacher knowledge

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