Skip to main navigation menu Skip to main content Skip to site footer
Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 26 No. 2 (2023): Julio

PROFESSIONAL LEARNING TASKS IN MATHEMATICS TEACHERS’ PROFESSIONAL DEVELOPMENT

DOI
https://doi.org/10.12802/relime.23.2622
Submitted
April 17, 2024
Published
2023-08-16

Abstract

The article presents the results of a study that aimed to understand how the design and implementation of a Professional Learning Task contributed to the identification of mathematical and didactic knowledge of mathematics teachers as participants in a professional development. It fits into a qualitative-interpretive perspective, in which data collection came from the planning audios, its design, audios and videos of the discussions in the subgroups and the plenary of the second meeting. The results show that, from the professional learning task planned and implemented, it was possible to raise the knowledge of teachers, in addition to showing the articulation between the components of the Professional Learning Tasks.

References

  1. Ball, D. L., Ben-Peretz, M., & Cohen, R. B. (2014). Records of practice and the development of collective professional knowledge. British Journal of Educational Studies, 62(3), 317–335. https://doi.org/10.1080/00071005.2014.959466
  2. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners. Em L. Darling-Hammond, & G. Sykes (Eds.), Teaching as the learning profession. Handbook of policy and practice (pp. 3–32). Jossey-Bass.
  3. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
  4. Bogdan, R., & Biklen, S. (1994). Investigação qualitativa em educação. Uma introdução à teoria e aos métodos. Porto Editora.
  5. Borko, H., Frykholm, J., Pittman, M., Eiteljorg, E., Nelson, M., Jacobs, J., Koellner-Clark, K., & Schneider, C. (2005). Preparing teachers to foster algebraic thinking. ZDM Mathematics Education, 37(1), 43–52. https://doi.org/10.1007/BF02655896
  6. Canavarro, A. P. (2011, novembro/dezembro). Ensino exploratório da Matemática: Práticas e desafios. Educação e Matemática, 11–17.
  7. Canavarro, P., Oliveira, H., & Menezes, L. (2012). Práticas de ensino exploratório da matemática: O caso de Célia. Em P. Canavarro, L. Santos, A. Boavida, H. Oliveira, L. Menezes, & S. Carreira (Orgs.), Actas do Encontro de Investigação em Educação Matemática 2012: Práticas de Ensino da Matemática. Sociedade Portuguesa de Investigação em Educação Matemática.
  8. Christiansen, B., & Walther, G. (1986). Task and activity. Em B. Christiansen, A. G. Howson, & M. Otte (Eds.), Perspectives on mathematics education. Mathematics Education Library (vol. 2, pp. 243–307). Springer. https://doi.org/10.1007/978-94-009-4504-3_7
  9. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102%2F0013189X08331140
  10. Elliott, R., Kazemi, E., Lesseig, K., Mumme, J., Carroll, C., & Kelley-Petersen, M. (2009). Conceptualizing the work of leading mathematical tasks in professional development. Journal of Teacher Education, 60(4), 364–379. https://doi.org/10.1177/0022487109341150
  11. Fundação Carlos Chagas (2017). Formação continuada de professores: contribuições da literatura baseada em evidências. Relatório de Pesquisa. Recuperado de http://publicacoes.fcc.org.br/ojs/index.php/textosfcc/issue/viewIssue/340/169
  12. Gibbons, L. K., & Cobb, P. (2017). Focusing on teacher learning opportunities to identify potentially productive coaching activities. Journal of Teacher Education, 68(4), 411–425. https://doi.org/10.1177/0022487117702579
  13. Jackson, K., Shahan, E., Gibbons, L., & Cobb, P. (2012). Launching complex tasks. Mathematics Teaching in the Middle School, 18(1), 24–29. https://doi.org/10.5951/mathteacmiddscho.18.1.0024
  14. Jaworski, B., & Huang, R. (2014). Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching. ZDM Mathematic Education, 46(2), 173–188. https://doi.org/10.1007/s11858-014-0574-2
  15. Koellner, K., Jacobs, J., Borko, H., Roberts, S., & Schneider, C. (2011). Professional development to support students’ algebraic reasoning: An example from the problem-solving cycle model. Em J. Cai, & E. Knuth (Eds.). Early algebraization: A global dialogue from multiple perspectives (pp. 429-452). Springer. https://doi.org/10.1007/978-3-642-17735-4_23
  16. National Council of Teacher of Mathematics (2014). Princípios para a ação: Assegurar a todos o sucesso em Matemática. APM.
  17. Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. https://doi.org/10.3102/0034654311413609
  18. Ponte, J. P. (2005). Gestão curricular em Matemática. En Grupo de Trabalho de Investigação (Ed.), O professor e o desenvolvimento curricular (pp. 11-34). Associação de Professores de Matemática.
  19. Ponte, J. P. (2012). Estudiando el conocimiento y el desarrollo professional del professorado de matemáticas. Em N. Planas (Ed.), Teoria, crítica y prática de la educación matemática (pp. 83–98). Graó.
  20. Ponte, J. P., Brocardo, J., & Oliveira, H. (2013). A aula de investigação. Em J. Brocardo, L. Serrazina, & I. Rocha (Orgs.), Investigações matemáticas na sala de aula (pp. 25–54). Autêntica.
  21. Ponte, J. P., Mata-Pereira, J., Quaresma, M., & Velez, I. (2017). Formação de professores dos primeiros anos em articulação com o contexto de prática de ensino de Matemática. Revista Latinoamericana de Investigación en Matemática Educativa, 20(1), 71–94. https://doi.org/10.12802/relime.17.2013
  22. Ribeiro, A. J., Aguiar, M., & Trevisan, A. L. (2020). Oportunidades de aprendizagem vivenciadas por professores ao discutir coletivamente uma aula sobre padrões e regularidades. Quadrante, 29(1), 52–73. https://doi.org/10.48489/quadrante.23010
  23. Ribeiro, A. J., & Ponte, J. P. (2019). Professional learning opportunities in a practice-based teacher education programme about the concept of function. Acta Scientiae, 21(2), 49–74. https://doi.org/10.17648/acta.scientiae.v21iss2id5002
  24. Ribeiro, A. J., & Ponte, J. P. (2020). Um modelo teórico para organizar e compreender as oportunidades de aprendizagem de professores para ensinar matemática. Zetetiké, 28, 1–20. https://doi.org/10.20396/zet.v28i0.8659072
  25. Silver, E. A., Clark, L. M., Ghousseini, H. N., Charalambous, C. Y., & Sealy, J. T. (2007). Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks. Journal of Mathematics Teacher Education, 10(4-6), 261–277. https://doi.org/10.1007/s10857-007-9039-7
  26. Smith, M. S. (2001). Practice-based professional development for teachers of mathematics. NCTM.
  27. Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10, 313–340. http://dx.doi.org/10.1080/10986060802229675
  28. Stein, M. K., & Smith, M. S. (1998). Mathematical tasks as a framework for reflection: From research to practice. Mathematics Teaching in the Middle School, 3(4), 268–275. https://doi.org/10.5951/MTMS.3.4.0268
  29. Vale, I., & Pimentel, T. (2011). Padrões em matemática: Uma proposta didática no âmbito do novo programa para o ensino básico. Texto Editores.
  30. Watson, A., & Mason, J. (2007). Taken-as-shared: A review of common assumptions about mathematical tasks in teacher education. Journal of Mathematics Teacher Education, 10 (4-6), 205–215. https://doi.org/10.1007/s10857-007-9059-3

Downloads

Download data is not yet available.

Similar Articles

<< < 21 22 23 24 25 26 27 > >> 

You may also start an advanced similarity search for this article.