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Contributions to in-service primary teachers practice from their engagement in mathematics landscapes of investigation
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Orientador(es)
Resumo(s)
Primary teacher education for the exploration of mathematical content from critical discussions aimed at its pedagogical use in understanding emerging social issues (Gutstein, 2018). However, the treatment of these and other issues in mathematics classes has increasingly become a requirement of basic school curricula. As a consequence, many primary teachers, especially those at the beginning of their careers, do not feel prepared to work with these matters in mathematics classes, which leads them to seek subsequent education. Although this situation is known and remarked upon in the literature, there are few studies specifically aimed at understanding how teachers learn and implement tasks that allow for the treatment of social issues in their mathematics classes as a result of their engagement in in-service teacher education. Landscapes of investigation has been a way to address concerns as equity and social justice, for instance (Skovsmose, 2023). Landscapes of investigation can be defined as learning environments that provide students with opportunities to build their own conclusions, accepting the invitation to analyse didactic situations and problems with the principles of the investigation, exploration, questioning, and surveying of hypotheses and ideas. Furthermore, they provide opportunities for dialogue, cooperation, research, and decision making. The objective of this study is to understand how primary school teachers working with landscapes of investigation develop from the study and elaboration of investigative tasks. We will analyse teacher engagement in a teacher education course aimed at Portuguese primary in-service teachers. In this course, we will explore teachers’ development of tasks based on the landscape of investigation in mathematics classes. Our study is in the initial phase. We are currently working on the teacher education course implementation with 12 primary school teachers from the Lisbon area, Portugal.
Descrição
Funded by the European Union, Horizon-MSCA-2022-PF-01, under grant 101103353. Views and
opinions expressed are however those of the authors only and do not necessarily reflect those of the
European Union or European Research Executive Agency (REA). Neither the European Union nor the
granting authority can be held responsible for them.
Palavras-chave
Teacher education Critical mathematics education Landscapes of investigation Cenários para investigação Mathematics education Educação matemática Primary school teachers Educação matemática crítica
Contexto Educativo
Citação
Silva, G. H. G. & Ponte, J. P. (2024). Contributions to in-service primary teachers practice from their engagement in mathematics landscapes of investigation. In: proceedings book: Scottish Educational Research Association Annual Conference (SERA2024), (pp. 51)