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A theoretical model for organizing and understanding teacher learning opportunities to teach mathematics
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Orientador(es)
Resumo(s)
Understanding how teacher learning is constituted is an important research area in teacher education with many open questions to be investigated yet. Thereby, in this paper, we present a theoretical model whose main
purpose is to enable the design of teacher education programs as well as to guide the understanding of
professional learning opportunities for teachers. Based on our research outcomes on teaching and learning
algebra and on a literature review, we describe how the model was elaborated and bring some illustrative
situations to indicate the model “in action” throughout the teacher education process. The architecture of the
program enabled teachers to experience professional learning opportunities linked to mathematical and
didactical knowledge regarding patterns and regularities, as well as the opportunity to learn from and with each
other, overcoming the isolation caused by daily work in their schools and leading them to explore practices
close to their own school reality.
Descrição
Palavras-chave
Teacher learning Professional learning tasks Teacher education
Contexto Educativo
Citação
Ribeiro, A. J., & Ponte, J. P. (2020). A theoretical model for organizing and under-standing teacher learning opportunities to teach mathematics. Zetetiké, 28, 1-20.
Editora
Universidade Estadual de Campinas