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 |
| _version_ | 1782336667224375296 |
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| author | Scheller, Morgana Bonotto, Danusa de Lara Madruga, Zulma Elizabete de Freitas Chamoso-Sánchez, José Maria |
| author_facet | Scheller, Morgana Bonotto, Danusa de Lara Madruga, Zulma Elizabete de Freitas Chamoso-Sánchez, José Maria |
| author_sort | Scheller, Morgana |
| collection | Repositorio |
| description | 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. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO67863 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2020 |
| publisher | Universidade Estadual de Campinas |
| record_format | greenstone |
| spelling | clacso-CLACSO678632022-03-21T14:41:13Z The scientific language of mathematics teachers in teacher education activity El lenguaje científico de los profesores de matemáticas en la actividad de educación continua A linguagem científica de professores de matemática em atividade de formação continuada Scheller, Morgana Bonotto, Danusa de Lara Madruga, Zulma Elizabete de Freitas Chamoso-Sánchez, José Maria Teacher education Written language Modelling in education Formação continuada Linguagem escrita Modelagem na educação Formación de profesores Lengua escrita Modelado en educación 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. Esta investigación analiza el Lenguaje Científico (LC) en textos escritos de profesores de matemáticas en una tarea de formación continua con Modelado Matemático (MM). Los datos se constituyeron al cuestionar a 19 profesores que imparten matemáticas en los últimos años de primaria y secundaria, participantes en un proyecto de educación continua. Para analizar el uso y apropiación de la LC por parte de los docentes y el aporte de ideas de su habilidad lingüística, se basa en Halliday y Biembengut y se evalúa: apropiación conceptual, aspectos léxicos, nominalizaciones y estilo secuencial textual. Los resultados indican que estos docentes, en general, tienen dominio conceptual de MM. Aunque utilizan elementos léxicos, términos referenciales y metáforas gramaticales reducidas, escriben sus textos con estilos variados, predominantemente versiones narrativas de descripción y / o explicación. Se concluye que, si bien hubo un alto nivel de apropiación conceptual, tienen un dominio lingüístico reducido relacionado con la CL. Esta pesquisa analisa a Linguagem Científica (LC) em textos escritos de professores de matemática em tarefa de formação continuada com Modelagem Matemática (MM). Os dados foram constituídos mediante questionamento a 19 professores que lecionam Matemática nos anos finais do Ensino Fundamental e no Ensino Médio, participantes de projeto de formação continuada. Para analisar o uso e a apropriação de LC pelos professores e o aporte de ideias de sua capacidade linguística, pauta-se em Halliday e Biembengut e avaliam-se: apropriação conceitual, aspectos léxicos, nominalizações e estilo de sequência textual. Os resultados indicam que esses professores, em geral, possuem domínio conceitual de MM. Embora utilizem itens lexicais, termos referenciais e reduzidas metáforas gramaticais, escrevem seus textos com estilos variados, predominando versões narrativizadas de descrição e/ou explicação. Conclui-se que, embora tenha ocorrido elevado nível de apropriação conceitual, possuem reduzido domínio linguístico relativo à LC. 2020-09-01 2022-03-21T14:41:13Z 2022-03-21T14:41:13Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Text Texto Texto https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8654144 10.20396/zet.v28i0.8654144 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/67863 por https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8654144/23013 https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8654144/23014 Copyright (c) 2020 Zetetike application/pdf application/pdf Brazil; Contemporary Brasil; Contemporáneo Brasil; Contemporâneo Universidade Estadual de Campinas Zetetike; Vol. 28 (2020): Publicação Contínua; e020024 Zetetike; Vol. 28 (2020): Publicação Contínua; e020024 Zetetike; v. 28 (2020): Publicação Contínua; e020024 2176-1744 |
| spellingShingle | Teacher education Written language Modelling in education Formação continuada Linguagem escrita Modelagem na educação Formación de profesores Lengua escrita Modelado en educación Scheller, Morgana Bonotto, Danusa de Lara Madruga, Zulma Elizabete de Freitas Chamoso-Sánchez, José Maria The scientific language of mathematics teachers in teacher education activity |
| title | The scientific language of mathematics teachers in teacher education activity |
| title_full | The scientific language of mathematics teachers in teacher education activity |
| title_fullStr | The scientific language of mathematics teachers in teacher education activity |
| title_full_unstemmed | The scientific language of mathematics teachers in teacher education activity |
| title_short | The scientific language of mathematics teachers in teacher education activity |
| title_sort | scientific language of mathematics teachers in teacher education activity |
| topic | Teacher education Written language Modelling in education Formação continuada Linguagem escrita Modelagem na educação Formación de profesores Lengua escrita Modelado en educación |
| url | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8654144 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/67863 |