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Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years
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Orientador(es)
Resumo(s)
This article presents the first intervention cycle of a design-based research program on teacher professional development. The study aims to understand how the formative process helped teachers to understand what
algebraic thinking means and how to work with it in the early years. Data analysis was based on three principles of design: teacher’s role and actions, professional learning tasks for teachers, and discursive
interactions among participants. The results suggest that these design principles contributed to teachers’ understanding of the meaning of algebraic thinking and how to promote it in elementary students.
Descrição
Palavras-chave
Algebraic thinking Professional development Discursive interactions Early algebra Teacher educatior
Contexto Educativo
Citação
Ferreira, M., Ponte, J.P., & Ribeiro, A. (2022). Towards an approach to teachers’ professional development: How to work with algebraic thinking in the early years. PNA Revista de Investigación en Didáctica de la Matemática,16(2), 167-190. https://doi.org/10.30827/pna.v16i2.22234