The development of prospective mathematics teachers professional noticing

• Grant number: 15/04939-5
• Support type: Research Grants - Visiting Researcher Grant - International
• Duration: June 07, 2015 - June 21, 2015
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Nielce Meneguelo Lobo da Costa
• Grantee: Nielce Meneguelo Lobo da Costa
• Visiting researcher: Salvador Llinares Ciscar
• Visiting researcher institution: Universidad de Alicante (UA), Spain
• Home Institution: Coordenadoria de Pesquisa. Universidade Bandeirantes (UNIBAN). São Paulo , SP, Brazil

Abstract

The research on mathematics teaching has as a key issue the manner in which the teachers mobilize its expertise to develop the practice of teaching. For us, researchers in Education, is important to understand the relationship between the different components of knowledge for teaching and what the teachers should know to build learning situations and solve the problems that are presented to them in the classroom. From the perspective to identify the mathematical skills that drive the teacher's ability for a professional noticing to enable it to "glimpse" the mathematical thinking of the student have been done researches such as the Llinares (2013). The idea is to help teachers to develop his " look " in order to identify the reasoning of the students. The visiting professor, Prof. Dr. Salvador Llinares, during his stay at the Mathematics Education Pos Graduate Program in UNIBAN will discuss how to promote, in teacher education processes, the development of teacher competence in using their knowledge for the development, the organization and the implementation of tasks for teaching mathematics. Discuss the concept of professional noticing and research results undertaken in Spain on the development of future teachers' ability to understand the mathematical thinking of students. From the discussions developed we will write the final text of a research project entitled "The Development for Prospective Mathematics Teachers' Professional Noticing", involving the two research groups: the one from University of Alicant and the other from UNIBAN. Furthermore, Prof. Dr. Llinares is involved in another research project, under development, entitled "Initial Education of Teachers and the Integration of Practice as a Curricular Component in the Elementary Mathematics Course" and also help us in the analysis and to draw conclusions of this investigation. (AU)