Professional learning of prospective and practice teachers from basic education: articulating teaching and research in Mathematics education

• Grant number: 22/06860-0
• Support Opportunities: Regular Research Grants
• Duration: February 01, 2023 - January 31, 2025
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Convênio/Acordo: Secretaria de Educação do Estado de São Paulo
• Principal Investigator: Alessandro Jacques Ribeiro
• Grantee: Alessandro Jacques Ribeiro
• Host Institution: Centro de Matemática, Computação e Cognição (CMCC). Universidade Federal do ABC (UFABC). Ministério da Educação (Brasil). Santo André , SP, Brazil
• Associated researchers: Elisabete Marcon Mello ; Hélia Margarida Aparício Pintão de Oliveira ; Juliana França Viol Paulin ; Marcia Aguiar ; Rosana Maria Luvezute Kripka ; Salvador Llinares Ciscar ; Sérgio Henrique Bezerra de Sousa Leal

Abstract

Taking the results obtained in the literature, which indicate the need for research that investigates the initial and continuing education of teachers in order to subsidize their learning for teaching, the main research goal is understanding how professional learning of the (future) mathematics teacher takes place when proposing to bring academic mathematics closer to school mathematics in and for the teaching practice of the (future) mathematics teacher. It is assumed for this an understanding that the teacher's professional learning is constituted in the classroom practice and from it, and this learning is mediated by professional learning tasks, by collective discussions and by teacher educator's role and actions during a formative process. From a methodological point of view, this project is framed by a qualitative-interpretative perspective, using Design-Based Research (DBR) as research method. Data collection should take place through different procedures and techniques, such as participant observation (with audio and video recordings) and document collection (of the tasks performed by the teachers participating in the study and other curricular documents). As results, it is expected a conceptual understanding of how professional learning takes place within the scope of the project to be carried out, as well as, it is expected to contribute to the development of curriculum materials for teacher education materials that can (i) bring school mathematics and academic mathematics and (ii) favoring the presence and dialogue of practice as an essential component of teachers' mathematical and didactic knowledge. (AU)