Mathematics education in the early years: social dimensions of teaching and learning of mathematics and teacher education narratives

• Grant number: 17/03757-6
• Support Opportunities: Scholarships abroad - Research
• Start date: May 29, 2017
• End date: August 01, 2017
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Cármen Lúcia Brancaglion Passos
• Grantee: Cármen Lúcia Brancaglion Passos
• Host Investigator: Helia Margarida Aparicio Pintao de Oliveira
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
• Institution abroad: Universidade de Lisboa, Portugal

Abstract

This project is part of a post-doctoral research, in progress at USP, where the study and analysis of "self-writing", designed as research and teacher education devices, focuses on teachers who teach mathematics in the early years, in their relation with mathematical knowledge and social dimensions in their teaching. It is intended to deepen the frame of theoretical references and the production of theoretical-methodological tools that contribute to the advancement of studies in the field of research on the teacher education of teachers who teach mathematics, especially regarding social aspects. Considering that the social context demands new looks for the school that presents itself, it is intended to deepen the interlocution with other researchers regarding the social dimensions when analyzing the integration of the university with the basic school education. The theoretical framework focuses on four aspects: (auto) biographical narratives; teacher education; Context of exploratory / investigative practices; Technologies to learn and teach mathematics. The corpus of analysis will be composed of (auto) biographical narratives of four female teachers (two Brazilian and two Portugueses). From a qualitative approach, the analysis will count on reference to the (auto) biographical approach seeking to understand the singularities that the narratives take in self teacher education in an educational context.