Biblioteca Digital de VanguardiaExperiential knowledge of mathematics teaching: formative technologies in the everyday teaching profession
This article aims to understand how the mathematics teacher produces an experiential knowledge that is linked to the paths of their own life histories, training, as well as the needs to develop teaching strategies that are linked to the training needs of students. The study is qualitatively based an...
| Autores principales: | , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2021
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| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/15679 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66258 |
| Sumario: | This article aims to understand how the mathematics teacher produces an experiential knowledge that is linked to the paths of their own life histories, training, as well as the needs to develop teaching strategies that are linked to the training needs of students. The study is qualitatively based and is anchored in the (auto)biographical approach, in which the teacher speaks of himself/herself, of his/her professional movements and educational actions, imprinting in his/her narrative the meanings that he/she/itself/ produces it when narrating. The information collection device was a narrative interview developed with three mathematics teachers who work in high school. The results showed that the teaching of mathematics, which takes place in a dialogical relationship based on the experiences of students, achieves a greater condition to generate learning. Contextualization based on the experiences of students favors them greater success in learning mathematics and, likewise, produces significance about mathematics in the lives of students. |
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