Professional knowledge of university teachers in a class study in Calculus

被引：0
作者：
Richit, Adriana [1 ]
da Ponte, Joao Pedro [2 ]
Richit, Luiz Augusto [3 ]
机构：
[1] Univ Fed Fronteira Sul, Chapeco, Brazil
[2] Univ Lisbon, Lisbon, Portugal
[3] Univ Fed Rio Grande do Sul, Porto Alegre, RS, Brazil
来源：
PNA-REVISTA DE INVESTIGACION EN DIDACTICA DE LA MATEMATICA | 2022年 / 17卷 / 01期
关键词：
Higher education; Lesson study; Professional knowledge; Teacher professional development; LESSON;
D O I：
10.30827/pna.v17i1.23931
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The research, guided by the question "What professional knowledge is mobilized in a Calculus lesson study conducted with university instructors?", involved eight instructors from higher education institutions in southern Brazil who are dedicated to the training of prospective mathematics teachers. The lesson study, structured in twelve weekly two-hour meetings, addressed the topic "maxima and minima". The qualitative analysis showed that the approach and dynamics of lesson study mobilized and deepened professional knowledge regarding mathematics, mathematics didactics and the mission of the trainer of future mathematics teachers.
引用
收藏
页码：89 / 116
页数：28
相关论文
共 48 条
  • [1] The Implementation of the Lesson Study Strategy in Teaching Mathematics: Teachers' Perspectives
    Alamri, Naem M.
    [J]. EDUCATION RESEARCH INTERNATIONAL, 2020, 2020
  • [2] Alvine A., 2007, COLL TEACH, V55, P109, DOI [10.3200/ctch.55.3.109-113, DOI 10.3200/CTCH.55.3.109-113]
  • [3] [Anonymous], 2013, J ED PRACTICE
  • [4] Bardin L., 2003, EDICOES, V70
  • [5] Bazzo V., 2007, THESIS U FEDERAL RIO
  • [6] Bolzan D.P.V., 2019, FORMACAO PERMANENTE, P75
  • [7] Brasil, 2019, Resolucao CNE/CP n. 2, de 20 de dezembro de 2019. Define as Diretrizes Curriculares Nacionais para a Formacao Inicial de Professores para a Educacao Basica e institui a Base Nacional Comum para a Formacao Inicial de Professores da Educacao Basica (BNC-Formacao), P87
  • [8] Burroughs EA, 2010, MATH ENTHUS, V7, P391
  • [9] Cerbin B., 2011, Lesson study: Using classroom inquiry to improve teaching and learning in higher education
  • [10] Cerbin W., 2006, INT J TEACHING LEARN, V18, P250
12345