文章基本信息

标题：CONTRIBUIÇÕES DE GRUPO DE ESTUDOS SOBRE MATEMÁTICA EM CONHECIMENTOS DE PROFESSORAS
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作者：Vânia Maria Pereira dos Santos-Wagner ; Sandra Aparecida Fraga da Silva
期刊名称：Revista Eletrônica de Educação
电子版ISSN：1982-7199
出版年度：2012
卷号：6
期号：1
页码：44-66
语种：Portuguese
出版社：Universidade Federal de São Carlos
摘要：Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabela normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} In this article we brought results from an investigation with elementary school teachers in a mathematics study group. This longitudinal two-year case study is characterized as a qualitative research with humanistic perspective. Our aim herein is to show some learning of two teachers in terms of mathematical knowledge and pedagogical mathematical knowledge generated from the dynamics of the study group. Data were collected in the weekly group meetings and during classes which the researchers observed or participated. In this group, the teachers respected each other, listened and were listened in their victories and anxieties, gave opinion, proposed ideas and contributed for the construction of different knowledge. This behavior influenced the teachers’ learning and attitudes towards mathematics, and this resonated in their classroom practices. We got evidences of improvement and learning of two sorts of knowledge: of mathematics content and of pedagogical mathematics. From the mathematical content knowledge learned we highlight problem solving involving the four operations. And from the pedagogical mathematical knowledge we highlight what was evidenced in actions in the study group. We noticed that a different work with in-service teacher training in context, in a group where we had a peer critical environment, influenced and involved all its members. Keywords : Study group; Mathematical knowledge; Pedagogical mathematical knowledge; Four operations.