Teaching mathematics: meanings of an experience

Author(s)

José Eduardo de Oliveira Evangelista Lanuti

• Document type: Doctoral Thesis
• Press: Campinas, SP.
• Institution: Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação
• Defense date: 2019-01-17

Examining board members

Maria Teresa Eglér Mantoan; Adair Mendes Nacarato; Guilherme do Val Toledo Prado; Rodrigo Barbosa Lopes; Wencesláo Machado de Oliveira Junior

• Advisor: Maria Teresa Eglér Mantoan

Abstract

This paper is regarding my experience as a trainer for a group of Math teachers of early Elementary School. The training sessions with them set the main scenario of my memories ¿ the core of this investigation. The problem that originated this research was the struggle those teachers had to understand inclusive teaching and their demands. My goals, in response, were to identify the reason which led those teachers to think that teaching had to be different for some students and build an understanding of in-service teacher training contributions to general teaching. By revisiting the past, I sought to expose facts from my experience and, by studying them under deleuzian philosophy's scope, to confirm that if teaching is considered an emission of signs and learning is considered the experience of engaging with signs, thus individualizing or adapting a content is entirely the learner's responsibility. The organization of this research in narratives has deleuzian concepts of series, events and plateaus as references. By writing them, I concluded that the training contributed to teachers striving towards comprehension of inclusive teaching, overcoming the research¿s problem and extending this endeavor to the remaining subjects from the curriculum (AU)

• FAPESP's process: 16/00978-9 - CONTINUING EDUCATION AND THE PRACTICES COLLABORATIVE CONSTRUCTION : MATH EDUCATION IN VIEW OF THE INCLUSION
• Grantee: José Eduardo de Oliveira Evangelista Lanuti
• Support Opportunities: Scholarships in Brazil - Doctorate