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Professional learning of the Mathematics' teacher and the teaching of Algebra: a study involving the contexts of the basic school and the university

Grant number: 18/14429-2
Support type:Regular Research Grants
Duration: December 01, 2018 - May 31, 2021
Field of knowledge:Humanities - Education - Educational Teaching and Learning
Principal Investigator:Alessandro Jacques Ribeiro
Grantee:Alessandro Jacques Ribeiro
Home Institution: Centro de Matemática, Computação e Cognição (CMCC). Universidade Federal do ABC (UFABC). Ministério da Educação (Brasil). Santo André , SP, Brazil
Assoc. researchers: joão pedro da ponte ; Marcia Aguiar


The problem designed for this research project is based on results obtained in the literature and indicate the lack of research that intends to investigate and reveal what is andhow constitutes the genesis of professional learning of mathematics teachers for the teaching of Algebra in basic education. From this, the main objective of the research is to understand how it is constituted and explain how the professional learning of the mathematics teacherwith regard to the teaching of Algebra is developed. It is understood teachers' professional learning built in the classroom practice and from it, and that this learning is mediated by professional learning tasks (PLT), by the collective mathematical discussions and by the roleand actions of the teacher educator during a teacher education program. In addition, when investigating the mathematics teacher education, an important challenge to be faced is the distance between the mathematics taught in undergraduate courses and the mathematical practices actually developed in basic school. From a methodological point of view, this research is inserted in a qualitative-interpretive perspective, through design-based research(DBR) and, in particular, in a type of DBR that proposes to contribute for teachers - working in jointly and in collaboration with researchers - develop learning that will enable them to implement innovative teaching practices in their classrooms. Finally, we hope to contribute to(i) bringing school mathematics and academic mathematics closer together, and (ii) favoring the presence and interlocution of practice as an essential component in teachers' mathematical and didactical knowledge. (AU)