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

INVESTIGATING TEACHER PRACTICES ON FRACTIONS IN A COLLABORATIVE WORK CONTEXT

DOI
https://doi.org/10.12802/relime.23.2624
Submitted
April 17, 2024
Published
2023-12-14

Abstract

This study aims to understand the teaching practices of teachers in the 1st cycle of Basic Education when introducing the concept of fractions to their students. It seeks to answer the questions: 1) How does the teacher introduce the concept of fraction to his students? 2) How does the teacher explore fraction interpretations in his classes? 3) What difficulties does the teacher experience in teaching fractions? A qualitative methodology was adopted in a case study approach to analyze six observed classes of a teacher who participated in a collaborative work program, focused on teaching fractions. The results suggest some weaknesses in the teacher's mathematical and didactic knowledge about fractions, namely in the interpretations of fractions, their approach and articulation in mathematics classes.

References

  1. Alvarez, M. (2010). Dificultades experimentadas por el maestro de primaria en la enseñanza de fracciones. Revista Latinoamericana de Investigación en Matemática Educativa, 13(4-II), 423-440.
  2. Boavida, A. M. e Ponte, J. P. (2002). Investigação colaborativa: Potencialidades e problemas. Em GTI (Org.), Reflectir e investigar sobre a prática profissional (pp. 43-55). APM.
  3. Ball, D., Hill, H. e Bass, H. (2005). Knowing Mathematics for Teaching. Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(3), 14-46.
  4. Ball, D., Thames, M. e Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389-407.
  5. Behr, M., Harel, G., Post, T. e Lesh, R. (1992). Rational Number, Ratio, and Proportion. Em D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 296-333). MacMillan Publishing Company.
  6. Behr, M., Lesh, R., Post, T. e Silver, E. (1983). Rational-Number Concepts. Em R. Lesh e M. Landau (Eds.), Acquisition of Mathematics Concepts and Processes (pp. 92-127). Academic Press.
  7. Behr, M., Wachsmuth, I., Post, T. e Lesh, R. (1984). Order and Equivalence of Rational Numbers: A Clinical Teaching Experiment. Journal for Research in Mathematics Education, 15(5), 323-341.
  8. Bogdan, R. e Biklen, S. (2010). Investigação qualitativa em educação: Uma introdução à teoria e aos métodos. Porto Editora.
  9. Bright, G., Behr, M., Post, T. e Wachsmuth, I. (1988). Identifying fractions on number lines. Journal for Research in Mathematics Education, 19(3), 215-232.
  10. Cardoso, P., & Mamede, E. (2021). Ensinar frações nos primeiros anos de escolaridade. In E., Mamede, H. Pinto, & C. Monteiro (Eds.). Contributos para o desenvolvimento do sentido de número racional (pp. 247-268). APM.
  11. Cardoso, P., & Mamede, E. (2023). Saber e ensinar frações: concepções e práticas de professores do ensino fundamental. Educação E Pesquisa, 49, e261007. https://doi.org/10.1590/S1678-4634202349261007
  12. Copur-Gencturk, Y. (2021). Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers. Educational Studies in Mathematics, 107, 525–545. https://doi.org/10.1007/s10649-021-10033-4
  13. Day, C. (2001). Desenvolvimento profissional de professores: Os desafios da aprendizagem permanente. Porto Editora.
  14. Direção Geral de Educação. (2021). Aprendizagens Essenciais de Matemática para o 1.º ciclo do Ensino Básico. DGE. https://www.dge.mec.pt/noticias/aprendizagens-essenciais-de-matematica
  15. Hart, K. (1981). Fractions. Em K. Hart (Ed.), Children’s Understanding of Mathematics: 11-16 (pp. 66-81). John Murray Publishers.
  16. Kerslake, D. (1986). Fractions: Children’s Strategies and Errors – A Report of the Strategies and Errors in Secondary Mathematics Project. NFER-NELSON.
  17. Kieren, T. (1976). On the Mathematical, Cognitive and Instructional Foundations of Rational Numbers. Em R. Lesh (Ed.), Number and Measurement: Paper from a Research Workshop (pp. 101-144). ERIC/SMEAC.
  18. Kieren, T. (1993). Fractional numbers: from quotient fields to recursive understanding. Em T. P. Carpenter, E. Fennema e T. Romberg (Eds.), Rational Numbers: An Integration of Research (pp. 49-84). Erlbaum.
  19. Li, Y. e Kulm, G. (2008). Knowledge and confidence of pre-service mathematics teachers: the case of fraction division. ZDM Mathematics Education, 40, 833–843. https://doi.org/10.1007/s11858-008-0148-2
  20. Lieberman, A. (1992). The meaning of scholarly activity and the building of community. Educational Researcher, 21(6), 5-12.
  21. Lesh, R., Post, T. e Behr, M. (1987). Representations and Translations among Representations. Em C. Janiver (Ed.), Problems of Representations in the Teaching and Learning of Mathematics (pp. 33-40). Lawrence Erlbaum.
  22. Mack, N. (2001). Building on Informal Knowledge Through Instruction in a Complex Content Domain: Partitioning, Units, and Understanding Multiplication of Fractions. Journal for Research in Mathematics Education, 32, 267-295.
  23. Mamede, E., Nunes, & T., Bryant, P. (2005). The equivalence and ordering of fractions in part-whole and quotient situations. In Chick, H. L., & Vincent, J. L. (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 281-288). University of Melbourne.
  24. Mamede, E., Ribeiro, C., & Pinto, H. (2021). Conhecimento de futuros professores do ensino básico sobre frações. In E. Mamede, H. Pinto, & C. Monteiro (Eds.), Contributos para o desenvolvimento do sentido de número racional (pp. 205-219). APM.
  25. Monteiro, C. e Pinto, H. (2005). A Aprendizagem dos números racionais. Quadrante, 14(1), 89-104.
  26. Nunes, T. e Bryant, P. (2007). Paper 3: Understanding rational numbers and intensive quantities. Key understandings in mathematics learning (pp. 1-31). Nuffield Foundation.
  27. Nunes, T. e Bryant, P. (2008). Rational Numbers and Intensive Quantities: challenges and Insights to Pupils’ Implicit Knowledge. Anales de Psicología, 24(2), 262-270.
  28. Nunes, T., Bryant, P., Pretzlik, U., Evans, D., Wade. J. e Bell, D. (2004). Vergnaud’s definition of concepts as a framework for research and teaching. Em Annual Meeting for the Association pour la Recherche sur le Développement des Compétences.
  29. Nunes, T., Bryant, P., Hurry, J. e Pretzlik, U. (2006). Fractions: Difficult but Crucial in Mathematics Learning. Teaching and Learning Research Programme, 13, 1-4. http://www.tlrp.org/pub/documents/no13_nunes.pdf.
  30. Pinto, H. e Ribeiro, C. (2013). Conhecimento e formação de futuros professores dos primeiros anos – o sentido de número racional. Da Investigação às Práticas, 3(1), 80-98.
  31. Ponte, J. (2001). A investigação sobre o professor de Matemática: Problemas e perspectivas. Educação Matemática em Revista, 11, 10-13.
  32. Post, T., Harel, G., Behr, M. e Lesh, R. (1991). Intermediate Teachers' Knowledge of Rational Number Concepts. Em E. Fennema, T. Carpenter e S. Lamon (Eds.), Integrating research on teaching and learning mathematics (pp. 177-198). State University of NY Press.
  33. Powell, A. (2023). Enhancing students’ fraction magnitude knowledge: A study with students in early elementary education. The Journal of Mathematical Behavior, 70, 101042. https://doi.org/10.1016/j.jmathb.2023.101042
  34. Powell, A., Alqahtani, M., Temur, O. e Tirnovan, D. (2022). Elementary school teachers’ understanding of unit fractions. Boletim Grupo de Estudos e Pesquisas em Educação Matemática, 80, 231–248. https://doi.org/10.4322/gepem.2022.05
  35. Roldão, M. (2007). Colaborar é preciso – Questões de qualidade e eficácia no trabalho dos professores. Noesis, 71, 24-29.
  36. Saraiva, M. e Ponte, J. (2003). O trabalho colaborativo e o desenvolvimento profissional do professor de Matemática. Quadrante, 12(2), 25-52.
  37. Shulman, L. S. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  38. Streefland, L. (1991). Fractions in Realistic Mathematics Education: A Paradigm of Developmental Research. Kluwer Academic Publishers.
  39. Tirosh, D., Fischbein, E., Graeber, A. e Wilson, J. (1998). Prospective elementary teachers’ conceptions of rational numbers. The United States-Israel Binational Science Foundation. http://jwilson.coe.uga.edu/Texts.Folder/Tirosh/Pros.El.Tchrs.html
  40. Yin, R. (2010). Estudo de caso. Planejamento e métodos (4.ª ed.). Bookman.

Downloads

Download data is not yet available.

Similar Articles

<< < 1 2 3 4 5 6 7 8 9 10 > >> 

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