Mesa de Discussão

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(Possibilidades de) Pesquisa com foco no Conhecimento do Professor de/que Ensina Matemática – buscando formas de melhorar a Pesquisa, a Formação e a Prática

 

História das disciplinas escolares e a formação de professores: algumas reflexões
Célia Leme (GHEMAT, UNIFESP)

Tarefas de aprendizagem professional: uma proposta para a aprendizagem de álgebra na Licenciatura em Matemática
Etienne Lautenschlager (UFABC)

Políticas Públicas Educacionais e o desenvolvimento do Conhecimento Especializado do Professor de Matemática: possibilidades e limitações investigativas
Marlova Caldatto (UTFPR)

Palestras

On the use of primary historical sources in the teaching and learning of mathematics

Uffe Jankvist (Faculdade de Educação, Dinamarca)
Resumo: "Why would one go to the extent of using a, possibly very old and maybe even somewhat inaccessible, primary source in the teaching and learning of mathematics, when so many contemporary textbooks are ready-made and pedagogically prepared for dealing with the same mathematical topics
using modern day language, coherent notation, etc.?” This is the question that I shall address in this talk, taking into account recent developments in research surrounding this topic.

Development of Noticing using a learning trajectory
Pere Ivars (Universidade de Alicante; Espanha)
Resumo: In this seminar, we will present a learning environment designed around a learning trajectory of fraction (LT) which can support pre-service primary school teachers’ development of noticing student’s mathematical thinking. The use of the theoretical information of the LT as a framework to attend to students’ answers and to interpret their understanding helped pre-service teachers to improve their professional discourse. This improvement is linked to the enhancement of professional noticing.

Cultural transposition – travelling in mathematics education practices
Maria Mellone (Universidade Federico II, Napoles, Itália)
Resumo: I will present the cultural transposition framework as condition for decentralizing the educational practices of own context through the contact with didactic tools and methods of different cultural contexts. Indeed, the meeting with foreign math education practices can be a powerful experience of developing researchers’ and teachers’ awareness, if performed together with a cultural “deconstruction” and reflection. I will discuss the philosophical issues conceived in this theoretical framework within some examples, in particular I will refer to the Lesson Study methodology for the
Professional Development of in-service teachers.