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...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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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 |
| _version_ | 1782338290954797056 |
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| author | Vieira, André Ricardo Lucas Silva, Fabrício Oliveira da Dias, Alfrancio Ferreira |
| author_facet | Vieira, André Ricardo Lucas Silva, Fabrício Oliveira da Dias, Alfrancio Ferreira |
| author_sort | Vieira, André Ricardo Lucas |
| collection | Repositorio |
| description | 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. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO66258 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2021 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO662582022-03-18T19:31:15Z Experiential knowledge of mathematics teaching: formative technologies in the everyday teaching profession Conocimientos experienciales de la enseñanza de las matemáticas: tecnologías formativas en la profesión docente diaria Saberes experienciais da docência em matemática: tecituras formativas no cotidiano da profissão docente Vieira, André Ricardo Lucas Silva, Fabrício Oliveira da Dias, Alfrancio Ferreira Experiential learning Teaching of mathematics Teaching profession Aprendizaje experimental Enseñanza de las matemáticas Profesión docente Aprendizagens experienciais Ensino de matemática Profissão docente 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. Este artículo tiene como objetivo comprender cómo el docente de matemáticas produce un conocimiento vivencial que se vincula a los recorridos de sus propias historias de vida, formación, así como las necesidades de desarrollar estrategias de enseñanza que estén vinculadas a las necesidades formativas de los estudiantes. El estudio tiene una base cualitativa y está anclado en el enfoque (auto) biográfico, en el que el docente habla de sí mismo, de sus movimientos profesionales y acciones educativas, imprimiendo en su narrativa los significados que él mismo / lo produce al narrar. El dispositivo de recolección de información fue una entrevista narrativa desarrollada con tres profesores de matemáticas que trabajan en la escuela secundaria. Los resultados mostraron que la enseñanza de las matemáticas, que se desarrolla en una relación dialógica a partir de las experiencias de los estudiantes, logra una mayor condición para generar aprendizajes. La contextualización basada en las experiencias de los estudiantes les favorece un mayor éxito en el aprendizaje de las matemáticas y, de igual forma, produce trascendencia sobre las matemáticas en la vida de los estudiantes. O presente artigo objetiva compreender como o/a docente de matemática produz um saber experiencial que é articulado aos percursos de suas próprias histórias de vida, de formação, bem como das necessidades de desenvolver estratégias de ensino que se articulem às necessidades formativas dos/as discentes. O estudo é de base qualitativa e ancora-se na abordagem (auto)biográfica, em que o/a professor/a fala de si, de seus movimentos profissionais e de ações educativas, imprimindo em sua narrativa os sentidos que ele/ela próprio/a produz ao narrar. O dispositivo de recolha de informações foi a entrevista narrativa desenvolvida com três professores/as de matemática que atuam no Ensino Médio. Os resultados evidenciaram que o ensino de matemática, que se efetiva numa relação dialógica a partir das vivências dos/as estudantes, logra maior condição de gerar aprendizagens. A contextualização a partir das vivências dos/as discentes favorece, a estes/as, maior êxito da aprendizagem da matemática e, de igual modo, produz significâncias sobre a matemática na vida dos/as estudantes. 2021-12-08 2022-03-18T19:31:15Z 2022-03-18T19:31:15Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/rpge/article/view/15679 10.22633/rpge.v25i3.15679 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66258 por https://periodicos.fclar.unesp.br/rpge/article/view/15679/12128 Copyright (c) 2021 Revista on line de Política e Gestão Educacional https://creativecommons.org/licenses/by-nc-sa/4.0 application/pdf Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 25, n. 3, set./dez. (2021) - Em tradução e processamento (In translation and processing); 2759-2777 1519-9029 10.22633/rpge.v25i3 |
| spellingShingle | Experiential learning Teaching of mathematics Teaching profession Aprendizaje experimental Enseñanza de las matemáticas Profesión docente Aprendizagens experienciais Ensino de matemática Profissão docente Vieira, André Ricardo Lucas Silva, Fabrício Oliveira da Dias, Alfrancio Ferreira Experiential knowledge of mathematics teaching: formative technologies in the everyday teaching profession |
| title | Experiential knowledge of mathematics teaching: formative technologies in the everyday teaching profession |
| title_full | Experiential knowledge of mathematics teaching: formative technologies in the everyday teaching profession |
| title_fullStr | Experiential knowledge of mathematics teaching: formative technologies in the everyday teaching profession |
| title_full_unstemmed | Experiential knowledge of mathematics teaching: formative technologies in the everyday teaching profession |
| title_short | Experiential knowledge of mathematics teaching: formative technologies in the everyday teaching profession |
| title_sort | experiential knowledge of mathematics teaching: formative technologies in the everyday teaching profession |
| topic | Experiential learning Teaching of mathematics Teaching profession Aprendizaje experimental Enseñanza de las matemáticas Profesión docente Aprendizagens experienciais Ensino de matemática Profissão docente |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/15679 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66258 |