Ciência & Educação (Sep 2014)
Análise de tarefas matemáticas em uma proposta de formação continuada de professoras que ensinam matemática
Abstract
In this article, we discuss how the analysis of mathematical tasks, in a continuing primary teacher education scheme, can help primary teachers to reflect on their pedagogical practice. In order to achieve this purpose, we carried out a qualitative study with a group of fourteen primary teachers from an elementary school in the State of Paraná, during the development of a continuing teacher education scheme, based on the perspective of a study group, whose objective was to analyze mathematical tasks. The study group reflections and discussions enabled us to identify evidence of changes in some teachers regarding aspects such as: the choice/preparation of tasks, the work with the students and the development of pedagogical practice beliefs. The mutual commitment/engagement around a joint enterprise and a shared repertoire were central aspects of the teachers' practice during their continuing education and revealed aspects of their professional development.
Keywords