Collaborative actions of continuing education of mathematical educators: knowledge constituted and mobilized

Author(s)

Maria Teresa Zampieri

• Document type: Doctoral Thesis
• Press: Rio Claro. 2018-02-15.
• Institution: Universidade Estadual Paulista (Unesp). Instituto de Geociências e Ciências Exatas. Rio Claro
• Defense date: 2018-02-08
• Advisor: Sueli Liberatti Javaroni

Abstract

This thesis presents a research that had the objective of investigating the knowledge constituted and mobilized in two collaborative actions of continuing education of Mathematics teachers, focused on the study of mathematical contents articulated to GeoGebra software. Specifically, it was sought to understand the elements that led some of the teachers who participated in one of the actions, to apply activities with this software within their work contexts, in an articulated way to the curriculum of the State of São Paulo. Furthermore, this research follows a qualitative approach. Two actions of continuing education were carried out, one held in the city of Bauru / SP (Brazil) and the other in the city of Coimbra (Portugal). These actions composed the research landscape of this work. The methodological procedures used were: filming of all the meetings of the two actions; application of mathematical activities in these two contexts; writing of field diaries; application of questionnaires. Thus, the data consists of: video recordings; questionnaire responses; observations of the field diaries; mathematical activities performed by teachers in both actions. As a result, it was evidenced that the collaborative environment that was consolidated during the accomplishment and analysis of the activities developed in these actions, together with the flexible dynamics established in both, allowed the manifestation of different thoughts among the mathematical educators involved, both the teachers as well as the researchers of the proponent team of these actions, culminating in the constitution or transformation of knowledge, which referred to the learning about different functionalities of GeoGebra, about mathematical relations not previously deepened, and about the production of new activities. In addition, they culminated in the mobilization of these knowledge, which refers to the application of activities with this software in the classrooms of some of these teachers, which in turn, is also related to factors external to the actions, such as the support of the management teams of the respective schools in which they acted. (AU)

• FAPESP's process: 14/27166-9 - Continuing education of mathematics teachers in an environment integrated with digital technologies
• Grantee: Maria Teresa Zampieri
• Support Opportunities: Scholarships in Brazil - Doctorate