Biblioteca Digital de VanguardiaSpecialized knowledge of licensors in mathematics in the context of formative practices for inclusion
This article reports partial results of a qualitative research master's research, which investigates, in two subjects dedicated to the practice as a curricular component, focusing on teaching Mathematics from an inclusive perspective, the Specialized Knowledge of the Mathematics Teacher mobiliz...
| Autores principales: | , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Universidade Estadual de Campinas
2021
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| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8661777 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/67931 |
| Sumario: | This article reports partial results of a qualitative research master's research, which investigates, in two subjects dedicated to the practice as a curricular component, focusing on teaching Mathematics from an inclusive perspective, the Specialized Knowledge of the Mathematics Teacher mobilized by undergraduate students in these practices. Data collection uses audio recordings and materials produced by the licensors. The analysis, based on the framework of the Specialized Knowledge of the Mathematics Teacher, shows the importance of training practices in the inclusive perspective so that the licensee articulates mathematical knowledge and pedagogical content knowledge with knowledge about Special Educational Needs, for inclusive teaching of mathematics. However, the possible gaps related to the Knowledge of the Mathematical Structure in these training practices indicate that the specific Mathematics subjects should approach the practice as a curricular component. |
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