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Kindergarten and primary mathematic teachers specialized knowledge on geometry

Grant number: 16/22557-5
Support Opportunities:Regular Research Grants
Duration: May 01, 2017 - April 30, 2019
Field of knowledge:Humanities - Education - Educational Teaching and Learning
Principal Investigator:Carlos Miguel da Silva Ribeiro
Grantee:Carlos Miguel da Silva Ribeiro
Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
Associated researchers: Alessandra Rodrigues de Almeida ; Beatriz Fernanda Litoldo ; Dario Fiorentini ; Milena Solda Policastro ; Silvania Couto da Conceição ; Vanessa Moreira Crecci


Its well recognized that mathematics teachers should have an "adequate mathematical knowledge", however, what is perceived as "adequate" is presently under discussion. This research project considers essential an articulation between the two traditional poles - a foci on mathematics and a foci on pedagogy. Thus, mathematics teachers' knowledge is considered specialized, both concerning the content knowledge (mathematics) as well as concerning the pedagogical content knowledge. In that sense, mathematic teachers training should develop teachers' knowledge allowing them to promote mathematical meaningful discussions with students. Geometry is a particularly problematic area. Although its recognized as an important area for developing students' knowledge and abilities on visualization, critical reasoning, problem solving or proof, amongst others, the research on teaching and learning of geometry is, still, scarce when compared with research on other mathematical areas, such as numbers. The research results reveal lack of geometrical knowledge (and awareness) both on students and teachers. Considering that teachers' knowledge is the factor with more impact in students results, and that kindergarten and primary have a core role in students mathematical path, reasoning and understanding its, thus, essential, a focus on teachers specialized knowledge on geometry. Such specialized knowledge is perceived in the perspective of the Mathematics Teachers' Specialized Knowledge (MTSK) conceptualization. This research project aims at contribute to a better and deeper understanding of such specialized knowledge; to map the relationships between the different subdomains; to develop a set of indicators contributing to, afterwards, prepare tasks for teachers training. It comprises a multiple instrumental case studies methodology, involving teachers participating in two continuous education programs and a collaborative group. (AU)

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