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Publication
Professional Learning Opportunities in a Practice-Based Teacher Education Programme about the Concept of Function
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Advisor(s)
Abstract(s)
This article aims to identify professional learning opportunities (PLO) experienced by
mathematics teachers during an in-service course regarding their mathematical and didactical
knowledge on the concept of function. The conceptual framework distinguishes between
mathematical and didactical knowledge and characterises teacher learning and professional learning
tasks. The research methodology is qualitative, using participant observation with audio and video
recording and document collection. The results show that the professional learning tasks proposed
enabled to identify PLO regarding mathematical knowledge of function, involving different ways of
representing this concept by means of numeric tables and algebraic notation. Regarding didactical
knowledge, there were also PLO supporting reflection about difficulties that the students find with the
concept of function and about teaching resources and strategies to overcome those difficulties.
Description
Keywords
Teacher education Mathematical knowledge Algebra teaching Professional learning opportunities Didactical knowledge
Pedagogical Context
Citation
Ribeiro, A., & Ponte, J. P. (2019). Professional learning opportunities in a practice-based teacher education programme about the concept of function. Acta Scientiae, 21(2), 49-74. Doi: https://doi.org/10.17648/acta.scientiae.v21iss2id5002
Publisher
Universidade Luterana do Brasil