The new South African national curriculum for the twenty first century adopted an outcomes-based education approach. The new curriculum represents a crucial shift in emphasis from learners concentrating on formal and procedural mathematics (with an absence of meaning) to learners making meaning of mathematics and becoming flexible mathematical thinkers, with problem solving and mathematics investigations as central focus. This study reports on an action research collaboration between two teachers and myself, a university mathematics educator. It was conducted over a period of three years. The main purpose of our collaboration, and this thesis, was to explore mathematics teacher learning in the context of the OBE-based reforms. The data were gathered through questioning, journal keeping by the two teachers and my participant observations. Using the two teachers’ reflective writings and field notes I analysed the data in two stages - narrative analysis and analysis of narratives. What emerged from the study were several issues clustered around three characteristics of teacher learning - teacher learning as situated, teacher learning as social and teacher learning as distributed. These three overlapping characteristics of teacher learning were used as heuristic devices or convenient organisers for the description, analysis and discussion of the issues that emerged. This study revealed several overarching propositions that may have applicability beyond its boundaries. The first proposition is that teachers reflect on and revise their personal practical knowledge if exposed to learning experiences that encourage them to attach meaning to and make sense of the underlying concepts of new curriculum reforms. The second proposition is that interactions with literature improve the quality of teacher learning. / The third proposition is that teachers are motivated to experiment with new ideas if they observe these ideas being modelled in practice. The fourth proposition is that teachers develop positive perceptions about learning if the expectations of multiple stakeholders (both in their classrooms and beyond the classrooms) are not contradictory. The fifth proposition is that teachers’ listening to learners’ thinking opens opportunities for explorations. The sixth proposition is that I teachers respond to learners’ learning by being more curious about classroom discussions. The seventh proposition is that teachers who play an active role in collaborative working relationships are more likely to revise their pedagogy. The eighth proposition is that true collaborative relationships take time. The last proposition is teachers who are supported are more likely to distribute their knowledge and learning. Some implications of this study are also highlighted in the last chapter.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-26T13:29:50Z No. of bitstreams: 1 Wagner Barbosa de Lima Palanch.pdf: 2285955 bytes, checksum: 7ab5716791ed9bc29b47a6716a7eceae (MD5) / Made available in DSpace on 2016-08-26T13:29:50Z (GMT). No. of bitstreams: 1 Wagner Barbosa de Lima Palanch.pdf: 2285955 bytes, checksum: 7ab5716791ed9bc29b47a6716a7eceae (MD5) Previous issue date: 2016-03-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study aims to investigate and analyze the academic production expressed in thesis and dissertations on Mathematics Curriculum produced in the 1987-2012 period within the Brazilian basic education, in order to study and understand the configuration of this issue in the field of mathematics education. As theoretical contributions we based our research on some authors such as Sacristan, Doll, Pacheco, Rico, Pires and others whose studies are dedicated to curriculum and mathematics education. Methodologically, the research is assumed as state of the art and as an investigation into the qualitative approach, having as object of study thesis and dissertations that deal with Mathematics Curriculum in the Brazilian Basic Education, specifically Primary and Secondary Education, that were available on CAPES website (summaries) and digital libraries of Brazilian graduation programs (full articles). For data analysis, it was used the methodology of Textual Analysis Discourse, recommended by Moraes and Galiazzi (2006), due to consider it as the most appropriate to study the phenomenon investigated here. 98 surveys were analyzed (Msd dissertations and PhD thesis). The results were organized into categories, according to the curriculum development levels, described by Sacristan (2000). Relating to prescribed curriculum, the articles analyzed show teachers the references on how to plan teaching practice, which in the process until reach the classroom, pass through the curriculum presented to teachers as books and textbooks that allows them (for being more in touch with these materials) to organize their planning. As a result referring to curriculum modeled by teachers, we can stand out important issues such as multiculturalism, ethnomathematics, cultural diversity, among others that enable the achievement of the curriculum in action and accomplished, which verifies if there was effectively learning and to what extent there is a coherence in the process from the prescribed curriculum to the accomplished curriculum. Finally, the evaluated curriculum points out that the external and internal evaluations end up inducing the curriculum that are practiced in class situations / Nesta pesquisa, nosso objetivo foi o de investigar e analisar a produção acadêmica expressa em teses e dissertações sobre currículos de Matemática produzidas no período de 1987 a 2012, de forma a estudar e compreender a configuração desta temática no campo da Educação Matemática. Em termos de aportes teóricos, ressalta-se a sustentação em autores como Sacristán, Doll, Pacheco, Rico e Pires, entre outros que desenvolvem estudos sobre currículos e Educação Matemática. Metodologicamente, assume-se a pesquisa como estado da arte e como uma investigação dentro da abordagem qualitativa, tendo como objeto de estudo teses e dissertações que versam sobre currículos de Matemática na Educação Básica brasileira, mais especificamente, Ensino Fundamental e Ensino Médio, e que estavam disponíveis no portal da CAPES (resumos) e bibliotecas digitais de programas brasileiros de pós-graduação (trabalhos na íntegra). Para a análise dos dados, foi empregada a metodologia de Análise Textual Discursiva, preconizada por Moraes e Galiazzi (2006), em função de considerá-la como a mais apropriada ao estudo do fenômeno investigado deste estudo. Foram analisadas 98 pesquisas (dissertações de mestrado e teses de doutorado). Os resultados foram organizados em categorias, segundo os níveis de desenvolvimento curricular descritos por Sacristán (2000). Em relação aos currículos prescritos, os trabalhos analisados apresentam aos professores os referenciais para o planejamento da prática docente, que no processo até chegar na sala de aula, passa pelo currículo apresentado aos professores, que são os livros e manuais didáticos que os permite (por estarem mais próximos destes materiais) organizar seu planejamento. Como resultado referente aos currículos modelados pelos professores, destaca-se temas importantes como multiculturalismo, etnomatemática, diversidade cultural, entre outros que permitem a realização dos currículos em ação e realizados, os quais se verifica se efetivamente a aprendizagem aconteceu e até que ponto existem uma coerência no processo que vai do currículo prescrito ao currículo realizado. Por fim, o currículo avaliado nos apontam que as avaliações externas e internas acabam induzindo os currículos que são praticados em situações de aula

Made available in DSpace on 2016-04-27T16:57:39Z (GMT). No. of bitstreams: 1 Miguel Fortunato Athias.pdf: 2270303 bytes, checksum: e63fd731d55c2c44e7b734059a704d9b (MD5) Previous issue date: 2015-09-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to understand the importance of challenging issues related to curriculum development and teacher training in mathematics education area. Conducts comparative study of curriculum proposals for federal, published by government institutions in Peru and Brazil, and also interviews with teachers and principals levels of regular basic education, to understand the prescribed curriculum and practiced in these countries. Currently this thesis forms part of the research group "Math teacher: Training, Job, Knowledge and Teaching Work." But before formed part of the group "Development Research Curriculum in Mathematics and teacher education." Dedicated to the organization and curriculum development and project "Comparative research on organization and curriculum development in Mathematics Education area of the Latin American countries" has articles that connect ideas from two research groups. I sought rapprochement with the Antônio Nóvoa ideas, Maria A. Civatta Franco, Manoel B . Lourenço Filho and Elma J G de Carvalho for understanding the Comparative Study; of Feran Ferrer to structure the comparative research; J. Gimeno Sacristan, Luis Rico Romero, William E. Doll Jr., Marcio Antonio da Silva and Alan Bishop, for understanding curriculum and in particular facing Mathematics;. and George Polya, to design problem solving In pursuit of the objective of the research, the main comparative result of the documentary of points similarity in views on use the Troubleshooting as axle and strategy in the teaching and learning of mathematics. Already in interviews with teachers and principals in both countries, concluded that the Peruvian actors have better working relationship in Mathematics in Basic Education with the official curriculum in primary and secondary levels, than the actors in Brazil. The influence of national and state assessments in the performance of Brazil's teachers is one of the differences, as well as the monitoring of the student by the same teacher in Peru to enter the primary or secondary. These findings might be explained by the fact that in Brazil there are no mandatory curriculum proposals, whether at the local, state or national, which does not happen in Peru, where the curricula guide the process / Esta pesquisa tem em vista a importância de se compreender problemas desafiadores relativos à elaboração curricular e à formação de professores, na área de Educação Matemática. Realiza estudo comparativo, de propostas curriculares de âmbito federal, publicadas por instituições governamentais de Peru e Brasil, e também de entrevistas com professores e diretores dos níveis da educação básica regular, para a compreensão dos currículos prescritos e praticados nestes países. Atualmente esta tese se insere no grupo de pesquisa "Professor de Matemática: Formação, Profissão, Saberes e Trabalho Docente‖. Porém antes se inseria no grupo ―Pesquisa Desenvolvimento Curricular em Matemática e Formação de professores.‖ Dedicada à organização e desenvolvimento curricular e ao projeto ―Pesquisas comparativas sobre organização e desenvolvimento curricular na área de Educação Matemática, em países da América Latina‖, traz contribuições que interligam ideias de dois grupos de pesquisa. Busquei aproximação com as ideias de Antônio Nóvoa, Maria A. Civatta Franco, Manoel B. Lourenço Filho e Elma J. G. de Carvalho para o entendimento do Estudo Comparativo; de Feran Ferrer para a estruturação da pesquisa comparativa; de J. Gimeno Sacristán, de Luis Rico Romero, de William E. Doll Jr., de Marcio Antonio da Silva e de Alan Bishop, para a compreensão de currículo e em particular o voltado para Matemática; e de George Polya, para a concepção de resolução de problemas. Na busca do objetivo da pesquisa, o principal resultado comparativo da parte documental aponta similaridade nas concepções sobre a utilização da Resolução de Problemas como eixo e estratégia no processo de ensino e aprendizagem da Matemática. Já nas entrevistas realizadas com os professores e diretores, nos dois países, concluí que os atores do Peru possuem melhor relação de trabalho em Matemática na Educação Básica com o currículo oficial, nos níveis primaria e secundaria, do que os atores do Brasil. A influência das avaliações nacionais e estaduais na atuação dos professores do Brasil é uma das diferenças, assim como o acompanhamento do aluno pelo mesmo professor no Peru ao adentrar na primária ou secundária. Estes resultados puderam ser explicados pelo fato de que no Brasil não existem propostas curriculares obrigatórias, seja nos âmbitos municipal, estadual ou nacional, o que não ocorre no Peru, onde os currículos norteiam o processo