Biblioteca Digital de VanguardiaThe scientific language of mathematics teachers in teacher education activity
This research analyzes the Scientific Language (LC) in texts written by math teachers in a teacher education activity with Mathematical Modelling (MM). The data were compiled by questioning 19 teachers who teach mathematics in the final years of elementary and high school, participants in a continui...
| Autores principales: | , , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Universidade Estadual de Campinas
2020
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| Materias: | |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8654144 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/67863 |
| Sumario: | This research analyzes the Scientific Language (LC) in texts written by math teachers in a teacher education activity with Mathematical Modelling (MM). The data were compiled by questioning 19 teachers who teach mathematics in the final years of elementary and high school, participants in a continuing education project. To analyze the use/appropriation of LC of teachers and the contribution of ideas of their linguistic capacity, it is based on Halliday and Biembengut and evaluates: conceptual appropriation, lexical aspects, nominalizations and style of textual sequence. The results indicate that these teachers, in general, have conceptual mastery of MM. Although they use lexical items, referential terms and reduced grammatical metaphors, they write their texts with varied styles predominating narrative versions of description and/or explanation. It is concluded that although there has been a high level of conceptual appropriation, they have little linguistic mastery of LC. |
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