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Artículos

Vol. 26 No 3 (2023): Noviembre

EXPLORING LEARNING OPPORTUNITIES FOR PRIMARY TEACHERS: THE CASE OF KNOWLEDGE FOR TEACHING EARLY ALGEBRA

DOI
https://doi.org/10.12802/relime.23.2633
Soumis
octobre 7, 2024
Publiée
2023-11-30

Résumé

Comprend re com ment constit uer et développer des opportunités pour les enseignants du primaire d’enseigner l’algèbre précoce aux jeunes enfants reste une lacune importante dans la recherche. Dans cet article, nous apportions les résultats d’un programme de recherche développé au Brésil au cours des cinq dernières années. Nous visons à discuter de la façon dont les opportunités d’apprentissage profession nel ont émergé lorsque les enseignants ont collectivement planif ié, discuté et analysé des leçons impliquant différentes significations du symbole d’égalité et le développement de la pensée fonctionnelle. Développées dans la perspective d’une recherche qualitative-interprétative, les données analysées consistent en des documents curriculaires, des protocoles pour la résolution de tâches formatives, des audios et des vidéos collectés au cours des processus de formation des enseignants pour les enseignants en service. Les résultats mettent en évidence que les tâches d’apprentissage professionnel, combinées aux actions des formateurs d’enseignants lors de discussions collectives, ont favorisé les enseignants en poste pour différencier et comprendre le raisonnement des élèves. Certaines implications pour la formation des enseignants ainsi que le développement professionnel des enseignants du primaire sont discutées, en particulier en ce qui concerne la réf lexion précoce sur l’algèbre, car les enseignants n’ont normalement pas la possibilité d’étudier ces contenus sur leurs propres expériences à l’école.

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