Teachers' and prospective teachers' interpretative knowledge in geometry: some discussions and reflections on its specificities

• Grant number: 17/19448-2
• Support type: Research Grants - Visiting Researcher Grant - International
• Duration: November 26, 2018 - December 03, 2018
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Carlos Miguel da Silva Ribeiro
• Grantee: Carlos Miguel da Silva Ribeiro
• Visiting researcher: Maria Mellone
• Visiting researcher institution: Università degli Studi di Napoli Frederico II (UNINA), Italy
• Home Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

The opportunity for having a discussion and a external view is one core aspect in and for the development of research projects and training, whenever they are aimed at impacting in the corresponding area both nationally as internationally. Such impact is one of the ways to perceive also the quality of the research being developed. In that sense, having Dra. Maria Mellone's visiting is an opportunity for deepening and enriching the discussions and the quality of the research being developed in the scope of the research projects, but also in a broader sense in Mathematics and Science Education. Dra. Maria Mellone is associate professor at Dipartamento di matemática e applicazioni "R. Caccioppoli" from the Università degli studio di Napoli Federico II, Italy. This visit will allow to discuss, in more detail and deeply, the theoretical and methodological dimensions involved in the research projects, and pursuits also the opportunity to discuss future research projects involving both institutions. In an intertwined manner, the visit will allow also to discuss, in person, some of the crucial aspects of a PhD research from the Program Pós-Graduação Multiunidades em Ensino de Ciências e Matemática - UNICAMP, which Dra. Maria Mellone is a co-supervisor. Besides the important discussions around present and future work in the context of the research projects focusing on kindergarten and primary teachers' specialized knowledge and on the nature and impact of the development of a Lesson Study in and for improving practice, Dra. Mellone's broader experience in research and training, her ampler vision and knowledge on a diversity of educational contexts and her international recognition is also perceived as a capitalizer for fruitful discussions around teachers' education focuses and ways of improving such education. (AU)