Fractions in the continuing formation of teachers of the early years: Fragments of a complexity

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MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversidade Estadual Paulista (Unesp)-
Autor(es): dc.contributorUniversidade Federal do Paraná (UFPR)-
Autor(es): dc.contributorRede Municpal de Ensino de Curitiba (RME)-
Autor(es): dc.contributorRede Municpal de Ensino de Araucária (RME)-
Autor(es): dc.contributorUniversidade de São Paulo (USP)-
Autor(es): dc.contributor(PPGFCET-UTFPR)-
Autor(es): dc.creatorMocrosky, Luciane Ferreira [UNESP]-
Autor(es): dc.creatorOrlovski, Nelem-
Autor(es): dc.creatorTychanowicz, Simone Danielle-
Autor(es): dc.creatorAndrade, Salete Pereira-
Autor(es): dc.creatorPanossian, Maria Lucia-
Data de aceite: dc.date.accessioned2022-02-22T00:25:14Z-
Data de disponibilização: dc.date.available2022-02-22T00:25:14Z-
Data de envio: dc.date.issued2020-12-11-
Data de envio: dc.date.issued2020-12-11-
Data de envio: dc.date.issued2019-01-01-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.1590/1980-4415v33n65a22-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/198681-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/198681-
Descrição: dc.descriptionThis work presents aspects of a qualitative research, of phenomenological approach, developed in the scope of the continuous formation of Mathematics teachers. Here, we present a training bias that recognizes teachers' estrangement as a triggering factor for the formative movement of sixteen teachers, in the theme of fractions as a school content. The analysis is based on the formative possibility of a four-hour meeting, which had as a starting point the perplexities of the teachers when they were asked what is familiar to each one of them when talking about the understanding of fraction. In a phenomenological posture, estrangement stands out as a philosophical attitude that moved the formation, allowing the arising of questions about school content and its teaching. In this perspective, the teachers' realization about the predominance of the technique and formal nomenclatures, with which they were launched to the attribution of fractional meanings, having as proposal the location in a number line. The study revealed the importance of a formation style in which the teacher is called by the anxieties that appear in the dialogue with their peers. Style, which considers the didactic technique, using a reorientation of the way of thinking, feeling and conceiving the world, given the uncertainty of learning each day how to be a teacher.-
Descrição: dc.descriptionUnivesidade Estadual Paulista (UNESP-RC)-
Descrição: dc.descriptionUniversidade Tecnologica Federal do Paraná UTFPR-
Descrição: dc.descriptionRede Municpal de Ensino de Curitiba (RME)-
Descrição: dc.descriptionUniversidade Federal do Paraná (UFPR)-
Descrição: dc.descriptionRede Municpal de Ensino de Araucária (RME)-
Descrição: dc.descriptionUniversidade de São Paulo (USP)-
Descrição: dc.descriptionPrograma de Pós-Graduação em Formação Científica Educacional e Tecnológica (PPGFCET-UTFPR)-
Descrição: dc.descriptionPrograma de Pós-Graduação em Educação em Ciências e em Matemática (PPGECM-UFPR)-
Descrição: dc.descriptionUnivesidade Estadual Paulista (UNESP-RC)-
Formato: dc.format1444-1463-
Idioma: dc.languagept_BR-
Relação: dc.relationBolema - Mathematics Education Bulletin-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectEarly Years-
Palavras-chave: dc.subjectFractions-
Palavras-chave: dc.subjectPhenomenology-
Palavras-chave: dc.subjectTeacher Education-
Título: dc.titleFractions in the continuing formation of teachers of the early years: Fragments of a complexity-
Título: dc.titleFrações na Formação Continuada de Professoras dos Anos Iniciais: Fragmentos de uma complexidade-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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