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O motivo e a atividade de aprendizagem do professor de Matemática: uma perspectiva histórico-cultural / The motive and the Mathematics teachers learning activity: a cultural-historical approachWellington Lima Cedro 07 November 2008 (has links)
Esta tese discute o processo de transformação e/ou criação dos motivos na atividade de aprendizagem dos futuros licenciados em Matemática durante o desenvolvimento do estágio supervisionado. Neste trabalho, os motivos são compreendidos como os elementos que impulsionam e orientam a ação e nascem das necessidades do sujeito. O pressuposto é que os motivos somente podem ser percebidos nas relações intrínsecas da atividade. Dentro desse contexto, essa pesquisa demonstra que o processo de formação do professor somente permitirá a descoberta do real sentido do trabalho docente a partir do momento que este esteja inserido em uma proposta de educação humanizadora, que supere o caráter alienante dos modelos atuais de formação do professor. Em decorrência disto, a formação docente deve ocorrer de um modo que possibilite aos indivíduos a apropriação da atividade de ensino. Tendo como base os aportes teóricos fornecidos pela abordagem histórico-cultural da psicologia e, em particular, da Teoria da Atividade. A tese, apoiada principalmente nas idéias de Leontiev, Vigotski e Davidov, destaca a atividade e a sua relação com os motivos, aborda a relação entre a atividade de ensino e atividade de aprendizagem como um componente estruturador da prática docente e como elemento de mediação do processo de apropriação do saber universal do homem. O procedimento metodológico utilizado nesta investigação foi o experimento formativo. Este experimento foi organizado e desenvolvido durante um ano letivo com estagiários do curso de licenciatura em Matemática de uma universidade pública brasileira. Os resultados obtidos pela pesquisa indicam para a necessidade de uma organização de processo de formação do docente que permita não somente a vivência da atividade de ensino, mas a reflexão e a tomada de consciência das suas ações possibilitando a superação da alienação do sujeito humano frente a si mesmo. Com isso acreditamos na possibilidade do processo de transformação da docência em atividade para o professor de Matemática. / This thesis discusses the process of transformation and/or creation of motives in the teaching activities of future bachelors in mathematics during the development of supervised training. In this work, the motifs are understood as elements which impulse and orient the action and induce the subjects necessities. Therefore, the motives can only be perceived in the intrinsic relations of the activity. In this context, this research demonstrates that the process of teacher education will only permit the discovery of the real meaning of the teachers work when it is inserted in a humanizing educational proposal, which overcomes the alienating character of actual models of teacher education. Due to this fact, the teachers education should occur in a way that allows the individuals to significantly appropriate the learning activity. Having as basis the theoretical references supplied for the cultural-historical approach and Activity Theory, supported mainly by the ideas of Vigotski, Leontiev and Davidov, the thesis highlights the activity and its relation with the motifs, tackles the relation between teaching activity and learning activity as a component structuring the teaching practice and as an element of mediation in the appropriation process of universal knowledge of man. The methodological procedure used in this investigation was the formative experiment. This experiment was organized and developed during one school year with pre-service mathematics teachers of a public Brazilian university. The results obtained by the research indicate the necessity of an organization of the teachers education process which allows not only the living of the teaching activity, but the reflection and consciousness taken from his actions making possible the overcoming the alienation of the human subject towards himself. With that we believe in a transformation process of teaching into an activity for the individual.
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Uso(s) do livro didático por professores de matemática dos anos finais do ensino fundamental de escolas da rede estadual de Aracaju/SEJesus, Franckline Juliana Alves de 09 February 2017 (has links)
In this text are presented results of a research whose objective was to identify "if" and "how" mathematics teachers of the final years of Elementary School of public school of Aracaju/Se make use of textbook. For this, the collections listed in the Plano Nacional do Livro Didático – PNLD 2014 was taken as a starting point, more adopted by schools. Are they: “Matemática: Teoria e Contexto”, “Vontade de Saber Matemática”, “Matemática – Bianchini” and “Projeto Teláris”. From this choice, twety-three teachers were selected to participate answering the questionnaire and after that total thirteen were interviewed. The theoretical contribution came from the appropriation of the understanding adopted by Moreira (2013) to define textbook; Dante (2005) for the typification of mathematical problem and Fiorentini and Lorenzato (2006) about the Mathematics Education, and results of the researches of Silva Junior (2005), Oliveira (2007) Rosas (2008) and Vieira (2013) to characterize use (s) of the adopted of the textbook. From the data collected, through the two instruments, the following uses have been identified: the first is the preparation to teach, this is, the use of textbook to prepare class – at this moment they often resort to other materials as a way to provide more information to their students. The second is the action to teaching and learn, this use realized with the students to read texts related to daily life and the history of mathematics, concepts, examples and statements of problems; to solve the problems proposed in the textbook with (or not) the use of technological resources and instruments of measures. / Neste trabalho é apresentado o resultado de uma pesquisa que teve por objetivo identificar se e como os professores de Matemática dos anos finais do Ensino Fundamental de escolas da Rede Estadual de Aracaju/SE fazem uso do livro didático. Para alcançar tal intento, foi tomado como ponto de partida as coleções elencadas no Plano Nacional do Livro Didático - PNLD 2014 mais adotadas para um quantitativo maior de escolas aracajuanas. São elas: “Matemática: Teoria e Contexto”, “Vontade de Saber Matemática”, “Matemática – Bianchini” e “Projeto Teláris”. A partir dessa escolha, foram selecionados vinte e três professores que participaram respondendo ao questionário, e depois desse total, treze foram entrevistados. Como suporte teórico, foi feita a apropriação do entendimento adotado por Moreira (2013) para definir livro didático; Dante (2005) para a tipificação de problema matemático; e Fiorentini e Lorenzato (2006) sobre Educação Matemática. E ainda o resultado das pesquisas de Silva Junior (2005), Oliveira (2007), Rosas (2008) e Vieira (2013) para caracterizar uso(s) do livro didático adotado. A partir dos dados coletados foram identificados, por meio dos dois instrumentos, os seguintes usos: o primeiro é preparação para ação de ensinar, ou seja, o uso do livro didático pelo professor para preparar aula – momento esse em que eles também costumam recorrer a outros materiais como uma forma de proporcionar mais informações aos seus alunos. O segundo é ação para ensinar e aprender, uso esse realizado em parceria com o aluno ao efetuar leitura de textos relacionados ao cotidiano e a história da matemática, conceitos, exemplos e enunciados de problemas; resolver os problemas propostos no livro didático seja os que indicam o uso (ou não) de recursos tecnológicos e instrumentos de medidas.
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Sambandet mellan matematiklärares syn på formativ bedömning och deras undervisning / The relation between mathematics teachers’ views on formative assessment and their teachingSvensson, William, Lamberg, Anton January 2017 (has links)
Det här är en studie om sambandet mellan matematiklärares syn på begreppet formativ bedömning och deras undervisning i gymnasieskolan. Det har genomförts intervjuer med fem matematiklärare på gymnasiet och observationer av deras matematiklektioner. Empirisk data presenteras tillsammans med teori och tidigare forskning kring formativ bedömning. Insamlad data pekar på att medverkande matematiklärare har en positiv syn på formativ bedömning även om det beskrivs som tidskrävande. Det verkar samtidigt vara mycket som ryms inom begreppet vilket förtydligas genom medverkande matematiklärares stundtals skilda sätt att applicera det i sin undervisning. En av lärarna menar att formativ bedömning ska stärka elevernas självkänsla genom uppmuntran i form av positiva kommentarer som exempelvis ”jättebra”. Samtidigt finns det medverkande lärare som istället vill framhålla formativ bedömning som detaljerad information till eleven om deras kunskapsläge och utvecklingsmöjligheter. / This is a study about mathematics teachers‟ views on the relation between formative assessment and their teaching in upper secondary school. In the study there have been five interviews with five mathematics teachers on upper secondary school and observations of their teachings. Empirical data is presented together with theory and previous research on formative assessment. Collected data indicates that participating mathematics teachers have a positive view on formative assessment even if it also is described as time consuming. It also seems as it is a wide term which clarified by the participating mathematics teachers sometimes different ways to apply it in their teaching. One of the teachers believes that formative assessment should strengthen students‟ self-esteem with positive comments like for example “well done”. At the same time there is participating teachers who emphasize formative assessment as detailed information to students about their knowledge and development.
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Reflexões de futuros professores de matemática sobre uma prática educativa utilizando planilhas eletrônicas /Mussolini, Ana Flávia. January 2004 (has links)
Orientador: Miriam Godoy Penteado / Banca: Laurizete Ferragut Passos / Banca: Telma Aparecida de Souza Gracias / Resumo: Esta pesquisa trata da Formação Inicial de Professores de Matemática, em particular sobre o uso de tecnologia informática. Sabendo da problemática existente nos cursos de graduação, como, por exemplo, a desarticulação entre teoria e prática, entre formação universitária e realidade escolar, deteve-se na seguinte questão: "Quais são as perspectivas, expectativas e dificuldades que os futuros professores apresentam quando refletem sobre uma prática educativa utilizando planilhas eletrônicas na escola básica?". A pesquisa contou com a participação de dois futuros professores de Matemática da UNESP de Rio Claro. Foram realizados três encontros de planejamento, dez encontros de intervenção em uma escola pública, e dez encontros de reflexão, que ocorreram sempre após cada intervenção. Os licenciandos tiveram a oportunidade de expor suas idéias sobre as experiências realizadas e, a partir de uma análise à luz do referencial teórico, foram extraindo temas que se referem às suas expectativas, perspectivas e dificuldades. Entre eles, a gestão da sala de aula e a transposição de conteúdo, a complexidade da sala de aula, como eles percebem os alunos, as condições de trabalho na escola, ser professor e o uso de tecnologia informática. / Abstract: This research addresses the pre-service mathematics teacher education, in particular their practice with computer. Considering the problems concerning teacher education courses - as, for instance, the disarticulation between the theory and the practice, and between the university education and the school reality - it was formulated the following research question: "What are the perspectives, expectations and difficulties that the future teachers experience when they reflect on an educational practice using spreadsheets at the basic school?" The research was developed in collaboration with two future mathematics teachers from UNESP at Rio Claro, São Paulo, Brazil. It was organized three planning meetings, ten intervention meetings in a public school, and ten reflection meeting, that always took place right after each intervention meeting. The reflection meetings were videoed and transcribed. The data were analyzed with reference to the literature. Themes were identified that could be referred to their expectation, perspectives, and difficulties. These themes included: the teaching in the classroom and the transposition of the contents; the complexity of the classroom environment; the interaction with the students; the school working conditions; being a teacher; and the use of computers. / Mestre
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Factors influencing the choice of mathematics as a subject at senior secondary levelNgobeli, Dorah Thinavhuyo 06 1900 (has links)
The study was undertaken to identify the factors that influence standard seven pupils when they choose
whether to continue with mathematics at senior secondary level or not. The relative importance of the
factors was also determined. The literature study identified the following factors: attitude towards mathematics, utility of mathematics, family members' influence, mathematics teacher's influence, peer group influence, achievement and gender.
The empirical study dealt with the following:
* A 77 item questionnaire was completed by 201 standard seven pupils.
* The statistical analysis revealed significant differences between pupils who chose mathematics and those who did not, with regard to all variables except gender.
* A regression analysis identified the most influential factors as achievement, family members' influence, attitude and the mathematics teacher.
* The overall implications were:
- Pupils be made to experience success so that their attitudes may change.
- Parents must be involved in their children's education. / Psychology of Education / M. Ed. (Psychology of Education)
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A Case Study of Four Latina/o Pre-Service Teachers in Learning to Teach Mathematics for Understanding and Integrate a Child's Out-of-School Mathematical Knowledge and ExperiencesKalinec-Craig, Crystal Anne January 2012 (has links)
This dissertation study examines the experiences of four Latina/o pre-service teachers (PSTs) as they learn about teaching mathematics for understanding (TM4U) and integrating a child's out-of-school mathematical knowledge and experiences during instruction. Studying the knowledge and experiences of Latina/o PSTs is necessary because PSTs from minoritized backgrounds have particular insights about teaching diverse students that can inform the learning experiences of other PSTs. This study investigates the prior experiences and beliefs about mathematics instruction the Latina/o PSTs (and those from minoritized backgrounds) bring as they begin their mathematics methods semester and how they leverage their experiences as they learn to teach mathematics to diverse students. Teaching mathematics for understanding is one way that teachers can support children's understanding of mathematics (Kilpatrick et al 2001). Teachers who integrate children's out-of-school mathematical knowledge and experiences in their practice draws upon multiple existing frameworks--the basic premise being that children come to school with mathematical knowledge and experiences that helps them learn mathematics in school (Gonzalez, Andrade, Civil, & Moll, 2001; Greer, Mukhopadhyay, Powell, & Nelson-Barber, 2009). My study looks at the experiences of Latina/o PSTs as they learn to help children leverage their out-of-school knowledge and experiences to understand mathematics. Data sources included four individual interviews, relevant methods assignments and audio transcripts from methods course discussions, and observational notes from the PSTs' field experience classrooms. The study found that PSTs leveraged their prior experiences as English Language Learners to support linguistically diverse children learn mathematics. Based on their prior experiences, some of the PSTs were more sensitive to the needs of marginalized children learning mathematics. The study found that the PSTs leveraged their experiences as diverse learners to think about the ways teachers could connect in-school mathematics to children's out-of-school mathematical knowledge and experiences. Yet the findings suggest that PSTs still need more experience articulating how exactly children's out-of-school experiences can help children understand mathematics. Implications of this study speak to how the beliefs and prior experiences of PSTs from minoritized backgrounds can inform how future teachers are prepared to teach mathematics to diverse students.
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The effect of a dynamic technological learning environment on the geometry conceptualisation of pre-service mathematics teachers / by Jeannette KotzeKotze, Jeannette January 2006 (has links)
Traditionally, geometry at school starts on a formal level, largely ignoring prerequisite skills
needed for formal spatial reasoning. Ignoring that geometry conceptualisation has a sequential
and hierarchical nature, causes ineffective teaching and learning with a long lasting inhibiting
influence on spatial development and learning.
One of the current reform movements in mathematics education is the appropriate use of
dynamic computer technology in the teaching and learning of mathematics. Concerning
mathematics education, the lecturers may involve the introduction of both dynamic computer
technology and mathematics in meaningful contexts that will enable interplay between the two.
Pre-service mathematics teachers (PMTs) can be encouraged to become actively involved in
their learning and, therefore, less frustrated in their study orientation in mathematics. Therefore,
such learning environments may be essential to enhance the conceptual understanding of
PMTs.
To be able to reach their eventual learners, PMTs' own conceptual understanding of geometry
should be well developed. When PMTs have conceptual understanding of a mathematical
procedure, they will perceive this procedure as a mathematical model of a problem situation,
rather than just an algorithm.
This study aimed at investigating the effect of a technologically enhanced learning environment
on PMTs' understanding of geometry concepts and their study orientation in mathematics, as
prerequisite for deep conceptualisation.
A combined quantitative and qualitative research approach was used. The quantitative
investigation employed a pre-experimental one-group pre-test post-test design. A Mayberry-type
test was used to collect data with regard to PMTs' conceptualisation of geometry concepts,
while the Study Orientation in Mathematics (SOM) questionnaire was used to collect data with
regard their study orientation in mathematics. The qualitative investigation employed
phenomenological interviews to collect supplementary information about the participating PMTs'
experiences and assessment of the influence of the use of the dynamic software Geometer's Sketchpad (GSP) on their learning and conceptualisation of geometry concepts. During post-testing the participating group of PMTs achieved practically significantly higher
scores in the Mayberry-type test, as well as in all fields of the SOM questionnaire. Results seem
to indicate that PMTs gained significantly in the expected high levels of conceptualisation, as
well as high degrees of acquisition of those levels during the intervention programme. The main
conclusion of the study is that a technologically enhanced learning environment (such as GSP)
can be successfully utilised to significantly enhance PMTs' conceptualisation and study
orientation, as prerequisite for deep conceptualisation, in geometry. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006
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Uma trajetória da disciplina de análise e um estado do conhecimento sobre seu ensino /Otero-Garcia, Sílvio César. January 2011 (has links)
Orientador: Rosa Lúcia Sverzut Baroni / Banca: Frederico da Silva Reis / Banca: Nativi Viana Pereira Bertolo / Resumo: Considerando-se as modificações pelas quais os cursos de licenciatura têm sofrido, as recorrentes discussões sobre o papel que determinadas disciplinas têm na formação do futuro professor, e que esse movimento não é diferente no caso particular da matemática, o presente trabalho pretende trazer à tona alguns resultados, e principalmente questionamentos, que devem contribuir para discussões a respeito da importância da disciplina de análise na formação de professores de matemática. A nossa pesquisa está dividida em duas etapas. Na primeira delas, do tipo estado do conhecimento, fizemos um mapeamento da produção brasileira relativa ao ensino de análise em dissertações e teses, artigos em periódicos e trabalhos em anais de eventos. Fizemos uma análise quantitativa desses dados e levantamos questões críticas que emergiram das discussões apresentadas tanto por esses trabalhos quanto por indagações nossas. Concluímos que a quantidade de pesquisas em ensino de análise ainda é muito pequena, há poucos docentes universitários trabalhando com essa temática e os trabalhos estão relativamente isolados entre si. Concluímos ainda que há muitas questões sem resposta sobre a importância e relevância da disciplina de análise em cursos de formação de professores da matemática. A segunda etapa de nosso trabalho traz um panorama de como vem se estruturando o programa, de um modo geral; e os objetivos, conteúdos e bibliografia da disciplina de análise em dois cursos: o da Universidade Estadual Paulista (UNESP) e o da Universidade de São Paulo (USP). O estudo foi realizado através de grades curriculares e programas de disciplinas de análise e cálculo. Nossa fonte de dados, dentro da perspectiva de uma pesquisa qualitativa, é, assim, a análise de documentos. Para a sua análise... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Considering the modifications through Brazilian licentiates in mathematics have passed and the discussions over the role some disciplines have on the future teacher's training, this work intends to bring out some results and questions that should contribute to debates about the importance of the subject of analysis in the education of mathematics teachers. Our research is divided in two steps. The first one, the type state of knowledge, we made a mapping of the Brazilian production relative to the analysis teaching on dissertations and PhD thesis, articles in scientific journals and proceedings. A quantitative analysis of these data was made and critical issues that emerged from presented debates by theses analysis as well as our investigation were raised. It was concluded that the amount of research on analysis teaching is still very small, there are few professors who work with this topic and there is not a link between them. We still concluded that there are many unanswered questions about the importance and relevance of the subject of analysis on courses of mathematics teacher education. The second step of our research adduces an aspect about how the program is generally being built, and the goals, syllabus and bibliography of the subject of analysis in two courses in Brazilian universities: São Paulo State University (UNESP) e University of São Paulo (USP). The study was conducted through curricula and programs in the courses of analysis and calculus. Our data source, in a perspective of a qualitative research, is an analysis of documents. For their analysis, we followed the steps of reduction, presentation and conclusions. In courses at USP and UNESP, there were not specific courses of analyses or calculus in their first years, being this breakup done after the seventies. About the goals, these have never... (Complete abstract click electronic access below) / Mestre
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Orientações curriculares e proposição de expectativas de aprendizagem para o ciclo II de Matemática: contribuição para a formação continuada de professores de Matemática de uma escola da rede municipal da cidade de São Paulo, no período de 2005 a 2012Ishii, Antonella Bianchi Ferreira 22 August 2013 (has links)
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Previous issue date: 2013-08-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study focuses on the introduction of a prescribed curriculum in municipal schools in the city of São Paulo. As for the curriculum component, the choice was mathematics of the second stage of schooling (6th-9th grades). This investigation was guided by the following question: to what extent the Curriculum Guidelines and Proposition of Learning Expectations of Mathematics for 6th-9th grades contribute to the ongoing training of mathematics teachers? In order to answer this question I have chosen one high school in the municipal city of São Paulo as a field of research. This choice allowed me to examine the impacts of Curriculum Guidelines, the Proposition of Learning Expectations and also the introduction of other intermediary curriculum created with the aim to contribute to a full implementation of the learning expectations envisaged in the Curriculum of São Paulo. The research is based on a qualitative approach. Interviews were carried out with educators from the technical area of São Paulo municipality as well as with teachers who worked at the school researched and used the Curriculum Guidelines. This approach also allowed the constitution of a focus group with mathematics teachers from the said school, which allowed the identification of feelings and representations around the use of the document "Curriculum Guidelines and Propositions of Learning Expectations for Mathematics for 6th to 9th grades‖ The testimony of collaborators highlights the role of continuing education not only as a way of getting updated, but also as means of filling the gaps inherited from the initial training of most teachers of the municipal teaching network / Essa pesquisa tem como foco de estudo a introdução de um currículo prescrito na rede municipal de ensino da cidade de São Paulo. Quanto ao componente curricular, a opção foi por Matemática da segunda etapa do Ensino Fundamental. Essa investigação foi norteada pela seguinte questão: em que medida as Orientações Curriculares e a Proposição de expectativas de aprendizagem do ensino fundamental do ciclo II de Matemática contribuem para formação continuada dos professores de Matemática? Para responder a essa questão, uma escola de ensino fundamental da rede municipal da cidade de São Paulo foi escolhida como campo de investigação. Essa escolha possibilitou-me averiguar os impactos causados pelas Orientações curriculares, a proposição de expectativas de aprendizagem e também a introdução de outros mediadores de currículo criados com o intuito de contribuir para uma plena implementação das expectativas de aprendizagem previstas na proposta curricular do município de São Paulo. A pesquisa utiliza uma abordagem qualitativa baseada em entrevistas realizadas com educadores da área técnica do município de São Paulo e também com professoras e professores que lecionavam na escola pesquisada e utilizavam as Orientações Curriculares. Essa abordagem permitiu também a formação de um grupo focal com os docentes que lecionam Matemática na escola pesquisada, o que possibilitou a identificação dos sentimentos e representações em torno da utilização do documento ―Orientações curriculares e proposição de expectativas de aprendizagem do ensino fundamental para o ciclo II de Matemática na sala de aula.‖ O papel da formação continuada emerge dos depoimentos dos colaboradores não apenas como mecanismo de atualização, mas também como supridora das lacunas herdadas da formação inicial de boa parte dos docentes da rede
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O trabalho do professor de matemática: a confluência da experiência profissional com a formação acadêmica / The work of the mathematics teacher: the confluence of professional experience with academic formationCastro, Franciana Carneiro de 07 October 2010 (has links)
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Previous issue date: 2010-10-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims at investigating and analyzing the confluence of the professional
experience with academic formation, identifying the process of mobilization and
resignification of the teaching work of a group of student-teachers who teach
Mathematics. Therefore, it is based on a theoretical framework that allows for the
analysis of the relationship between formal studies of Mathematics teachers and
professional experience, with emphasis on the concepts of formation, work,
teaching knowledge, experience and professional development. The
methodological process of research is developed on an investigative path that
allows the mixed mode of data analysis, i.e. quantitative and qualitative. In the first
phase, 43 student-teachers take part as research subject, and in the second, 8
student-teachers. Data collection is done through instruments such as: registration
form, questionnaire, interview and materials (report and memorial). Because of
this reflection process, it is possible to notice that there was a process of
mobilization and resignification of the teacher s work. In fact, the professional
experience spread all over the school allowed student-teachers to resignify their
professional craft based on academic background. It is expected, thus supporting
the deepening of the theme, so that it can better describe the work of the trainerteacher
group of professionals from which this researcher is a member and
perhaps to provide graduates and students of the Mathematics bachelor degree
with a more theoretical support on the pedagogical practice of the Mathematics
teacher in the classroom / O presente estudo tem por objetivo investigar e analisar a confluência da
experiência profissional com a formação acadêmica, identificando o processo de
mobilização e ressignificação do trabalho docente de um grupo de professores
que ensinam Matemática. Para tanto, recorre a um referencial teórico que permite
analisar a relação entre a formação do professor de Matemática e a experiência
profissional, com ênfase nos conceitos de formação, trabalho, saberes docentes,
experiência e desenvolvimento profissional. O processo metodológico da
pesquisa desenvolve-se em um percurso investigativo que possibilita a
modalidade mista de análise dos dados, ou seja, quantitativa e qualitativa. Na
primeira fase, participam como sujeitos da pesquisa 43 professores-discentes e,
na segunda, oito professores-discentes. A coleta dos dados é feita por meio de
instrumentos como: ficha de cadastro, questionário, entrevista e materiais
(relatório e memorial). Como resultado desse processo de reflexão, constata-se
que houve um processo de mobilização e ressignificação do trabalho docente. De
fato, a experiência profissional mobilizada na escola permitiu que professoresdiscentes
ressignificassem seu ofício com base na formação acadêmica. Esperase,
assim, colaborar com o aprofundamento da temática, a fim de que se possa
melhor qualificar o trabalho do professor-formador grupo de profissionais do
qual esta pesquisadora faz parte e, quiçá, propiciar aos egressos e discentes da
Licenciatura de Matemática mais um aporte teórico sobre o fazer pedagógico do
professor de Matemática em sala de aula
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